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Title: 弔詭的分叉路?兩個中產階級家庭的家長教育行動之研究
Paradoxical pathway ? The research of two middle-class parents’ educational actions.
Authors: 卯靜儒
Chin-Ju Mao
Shao-Jou Chang
Keywords: 中產階級
middle class
educational action
Issue Date: 2015
Abstract:   面對近來的教育改革,許多研究藉由學生的學業成就並未明顯提升,反過來批評改革的規畫不夠周延,推動的時程過於急進,但許多人在檢討教育改革的同時,卻忽略了家長對教育政策改革的影響。家長在面對教育政策時會採取行動,其中階級是一個影響家長行動模式的關鍵因素。本研究將聚焦中產階級家長,在面對不確定性的未來,家長會「如何」行動,以及「為何」行動。中產階級家長在行動中的考量是什麼?在具體付諸實踐後又會是什麼樣的行動?本研究旨在了解中產階級家長教育行動的圖像。   本研究透過深度訪談兩個中產階級家庭的家長,其家中最大的孩子皆為九年級的學生,從家庭生活典型的一天、日常生活的安排、學校教育的參與及面對升學制度來了解家長的教育行動。由資料分析整理後得出以下的結論。 一、中產階級家長安排補習教育的目的除了預儲文化資本,同時也重視社會資本的累積。 二、臺灣的中產階級家長與老師的溝通並非是基於權利意識。 三、弔詭的分叉路-精心栽培未必能培養出獨立自主的孩子   最後,根據研究結論,研究者提出有關家長教育行動的反思與建議以供後續研究參考。
Facing the recent education reformation, many researches are using the lack of significant improvement in academic performance of students to criticize the current education reformation plan. However, many people ignore the influence parents could bring to the policy of education reformation. Parents may take actions when they face new education policy. Different social classes could be one of the key factors that could affect the educational actions. This research will focus on HOW and WHY the middle-class parents are taking educational actions when they face the uncertain future. And what are the parents' concern when they are taking such action, and what are the actual actions in practice? The goal of this research is to realize the entire picture of middle class parents’ educational actions.   This research conducted in-depth interview with the parents of two middle-class families, and both of the children are in 9th grade. Through the daily life, their school participation, and how they deal with the education policies, this study tried to understand parents' educational actions. By analyzing the data gathered, this study reached the following conclusion: (1) The middle-class parents arrange shadow education in order to not only accumulate cultural capital, but also the social capital. (2) The communication between Taiwanese parents and teachers is not based on the sense of entitlement. (3) Paradoxical pathway: Through concerted cultivation we may not be able to educate children to be self-direction. Finally, this study provide the reflection and suggestions from parents for the reference of future researches in educational actions.
Other Identifiers: GN060000026E
Appears in Collections:學位論文

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