有旨在分析家長對子女之生涯管教與行為管教，由於階級之不同所產生的差異，並據以檢視教育機會不均等的一項主要命題，即家庭文化與學校文化的連續性越強，子女的適應越佳，反之則否。經 驗研的資料，來自臺灣北部兩所社經組合不同的小學，透過對學生、家長及教師的訪談，並搭配必要之參與觀察及文件分析後，主要發包括：(一)中上階級家庭多採積極介入式的生涯管教，勞工階級家庭多採消極因應式的生涯管教；(二)中上階級家庭的行為管教較為民主化，師工階級家庭的行為管教較為威權化；(三)學校之管教方式，不論在生涯管教或行為管教方面，多半符應學生之階級背景，亦即，學校實施的生涯管教與行為管教，不論對那個階級的學生來說，都跟其在家所托受的生涯管教與行為管教，具有相關程度的連續性。

This study presents a sociological analysis of childrearing practice in terms of career and behavior supervision over children. Taking social class into account, it reexamines a prevalent assumption concerning educational inequality: the stronger the cultural continuity between family and school, the better will be children’s future opportunities. For empirical purpose, qualitative methods such as participant observation, semi-structured interview, and document analysis were used to collect data from two primary schools in northern Taiwan. The major findings are as follows. (1) So far as career supervision is concerned, supper-middle class parents get more thoroughly involved in their children’s educational and occupational preparation, while their working class counterparts take somewhat more passive and fatalistic attitudes. (2) As for behavior supervision, upper-middle class parents appear more democratic and working class parents by comparison more authoritarian. (3) No matter in respects of career supervision or behavior supervision, teachers adopt almost the same way as parents do to supervise students from each class, thus setting up a corresponding link between schooling and parenting in a class-specific way.