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題名：學校與非學校因素對臺東縣原、漢國小學生學業成就的影響
書刊名：臺灣教育社會學研究
作者：巫有鎰
作者(外文)：Wu, You-I
出版日期：2007
卷期：7:1
頁次：頁29-67
主題關鍵詞：原、漢學生；學校因素；非學校因素；學業成就；Aboriginal and non-aboriginal students；School factors；Non-school factors；Academic achievement
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(68) 博士論文(29) 專書(3) 專書論文(0)
  • 排除自我引用排除自我引用:67
  • 共同引用共同引用:707
  • 點閱點閱:381
本研究運用「臺東縣教育長期資料庫」探討學校與非學校因素對原、漢學生成績差異的影響及其因果機制，學校因素包括學校背景與學校財務資本、學校社會資本、教師心理特質等中介變項；非學校因素主要包括家庭背景與家庭財務資本、家庭社會資本、學生文化資本等中介變項。結果顯示，原住民成績比漢人低許多，可歸因於原住民社經地位、家庭結構等家庭背景較不利，而不利的家庭背景會降低家庭財務與社會資本及學生文化資本，進而降低成績。且原住民學生「負面文化」較多，學科補習和電腦網路等家庭財務資本較少，家庭與學校社會資本均較低，如父母教育期望較低、不良師生關係較高；而較低的父母教育期望、較多的「負面文化」與不良師生關係又會透過降低學童教育抱負，進而降低成績，這些因素都對成績有不利的影響。不過，原住民大多就讀小班小校，學校財務資本較高，有助於提高成績，否則成績當更低。
The data of the study were drawn from Taiwan Taitung Educational Panel Survey to probe into the effects of school and non-school factors on aboriginal and non-aboriginal students’ academic achievement gap and its causal mechanism. School factors included school context and some intervening variables such as financial and social capitals in school, as well as teachers’ psychological characteristics. Non-school factors included family background and some intervening variables such as family financial and social capitals. The study found that the academic achievement of aboriginal students is significantly lower than those of the non-aboriginal students. The phenomenon can be attributed to the aboriginal students’ disadvantaged family background, such as lower socioeconomic status and higher percentage of broken family structure. These family background factors lower their financial and social capitals in family, as well as their cultural capital, and in turn decrease the students’ academic achievement. The study also found that some culture habitus the aboriginal students engage in more often, such as smoking, alcoholic drinking, betel-nut chewing, are negatively related to academic achievement. And less family financial capital, which means fewer opportunities to go to cram schools and to get connected with the internet, together with such factors as lower social capital in family and school, lower parental expectation on education and negative teacher-student relationship, decrease the students’ aspiration toward education, and further decrease their academic achievement. It is found, however, that attending small schools and small classes, which indicate higher school financial capital, are beneficial to most of the aboriginal students’ academic achievement; otherwise their achievement may even be lower.
期刊論文
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會議論文
1.譚光鼎(1997)。近五十年來臺灣原住民教育研究之評析。0。  延伸查詢new window
2.巫有鎰(2003)。小型學校合併的另類思考：「聯合學校」的構想。0。  延伸查詢new window
研究報告
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圖書
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圖書論文
1.李亦園(1984)。山地社會問題。臺灣的社會問題。台北：巨流圖書公司。  延伸查詢new window
2.Bourdieu, P.(1973)。Culture Reproduction and Social Reproduction。Knowledge, Education, and Culture Change。London：Tavistock。  new window
3.張善楠、黃毅志(1999)。臺灣原漢族群、社區與家庭對學童教育的影響。臺灣原住民教育。臺北：師大書苑。  延伸查詢new window
4.許木柱(1991)。弱勢族群問題。臺灣的社會問題。臺北：巨流圖書公司。  延伸查詢new window
5.張建成、黃鴻文、譚光鼎(1993)。少數民族教育的理論與實際。多元文化教育。臺北市：臺灣書店。  延伸查詢new window
 
 
 
 
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