升學或就業？家庭資源對技高進修部學生升學意向之作用

Abstract

技術型高中進修部學生在臺灣教育領域中較缺乏關注。本研究旨在探討家庭資源對技高進修部學生升學意向的作用，有感於國內對高中職進修部學生之家庭資源影響個人發展等相關研究不多，故期望能利用Bourdieu（1986）的家庭經濟與文化資本概念及Coleman（1988）所提出的家庭社會資本，來檢視家庭資源對技高進修部學生在國、高中畢業後升學進路之影響。研究方法採個案研究法，以花園高職進修部五位高三學生為研究對象，其中三位為在學生，兩位為已休學者。透過與學生及其家長的半結構式訪談、研究者省思札記、田野筆記與學生輔導文件作為研究資料，以期達到研究目的。本研究經資料分析後歸納出以下結論：壹、技高進修部學生普遍來自中低社經背景，父母教育程度及文化資本不高，因此傾向順其自然的教養方式，導致學生普遍缺乏有助升學的文化資本之培養。 貳、技高進修部學生家庭資源的運作需家長有意而為之，方能對子女的學習表現產生正向效益。 參、技高進修部學生於國中畢業後皆毫無懸念選擇升學，分為直接就讀公立學校進修部者及從私立學校日間部轉、休學者；技高畢業後選擇升學者皆考量父母期望，未升學者則多已有個人規劃。 肆、三種家庭資本對技高進修部學生在不同教育階段的升學意向之影響不同，國中畢業階段以家庭社會資本中的父母期望之作用較大，技高畢業階段則多了家庭經濟資本的考量。

In Taiwan's educational field, students in the continuing vocational schools receive relatively less attention. This study aims to investigate the effect of family resources in the college aspirations of students in the continuing vocational schools. Noting the scarcity of domestic research on how family resources affect the personal development of high school and continuing vocational school students, this study seeks to utilize Bourdieu's (1986) concepts of economic and cultural capital and Coleman's (1988) concept of social capital to examine the effect of family resources on the post-secondary education pathways of these students after graduating from junior and senior high schools. The research adopts a case study approach, focusing on five third-year students from the Garden continuing vocational school. Among them, three are current students, and two are former students who have dropped out. Through semi-structured interviews with the students and their parents, reflective notesby the researcher, field notes, and student counseling records, the study aims to achieve its research objectives. The data analysis led to the following conclusions:1.Students in the continuing vocational schools generally come from low to middle socioeconomic backgrounds. Their parents have lower levels of education and cultural capital, resulting in a tendency towards a parenting style of natural growth, which leads to a general lack of cultural capital conducive to further education. 2.The positive impact of family resources on the learning performance of students in the continuing vocational schools requires intentional efforts by parents. 3.After graduating from junior high school, these students unanimously chose to pursue further education, either directly enrolling in the continuing vocational schools or transferring from or dropping out of private school. Those who chose to pursue further education after graduating from continuing vocational school considered their parents' expectations, while those who did not generally had personal plans. 4.The influence of the three types of family capital on the college aspirations of students in the continuing vocational schools varies at different educational stages. At the junior high school graduation stage, parental expectations, a component of family social capital, play a significant role. At the technical high school graduation stage, considerations of family economic capital also become important.