重探第一代大學生的校園經驗與升學意願：絕對教育成就與相對教育位置的影響

Abstract

大學擴張後，高等教育的窄門大開，不論身份背景，人人都有機會可以成為大學生，有些大學生相較父母看似擁有了更好的學歷，然而家庭背景卻在進入大學後仍然對學生產生影響。過往研究以「父母親教育程度不及大學」，定義第一代大學生（first-generation college students），認為他們是大學中特殊的群體，可能在校園中擁有不同於其他學生的經驗。以此為基礎，本研究意圖從教育擴張後大學生人口結構改變進一步思考第一代大學生的校園經驗。本研究關注的焦點有三個：第一個聚焦於學校類型，關心第一代大學生在一般大學與技職院校中的經驗差異；第二個聚焦於第一代大學生的定義，過往研究預設「父母親有唸大學」同時透過能力及經驗影響子女的大學學習經驗，本研究試圖以絕對教育成就與相對教育地位，區隔父母親大學學歷如何對經驗與能力的差異產生影響；第三個聚焦於第一代大學生在「校園經驗滿意度」以及「校園經驗」的不同，本研究企圖藉此呈現主觀感受與客觀經驗之間的不同。據此，本研究同時採用TEPS-B及TYP的樣本資料，分析大學生的就學經驗與升學意願，得到四個結論：第一，校園經驗上，第一代大學生為異質性群體，僅在技職院校中有顯著效果；第二，大學畢業後繼續升學研究所及博士班，第一代大學生存在整體的劣勢；第三，師長滿意度與認識師長數量存在主、客觀的落差；第四，絕對教育成就與相對教育地位可能劃分到類似組成的學生。在教育實務上，根據研究結論，本研究提出兩點建議，第一，關注技職院校第一代大學生在校園經驗的特殊性，建立相關制度支持，提升與師長互動機會；第二，繼續就讀研究所或博士班方面，學校端除了引導傳統第一代大學生，也須多加留意經驗上的第一代大學生。The expansion of higher education has opened the door to younger generations, allowing more students, regardless of their background, to enter the university. Some students appear to have better educational credentials than their parents; However, despite the growing opportunities for higher education, family background continues to play a pivotal role in both campus experiences and educational aspirations. Previous research has defined first-generation college students as those"whose parents’ education level is below university," considering them a special group within universities who may have experiences different from other students. Building on this foundation, this study aims to revisit the campus experiences of first-generation college students by incorporating the context of changing student demographics derived from the educational expansion. There are three focus in this thesis: First, it examines school types between universities versus vocational institutions, exploring the differences in experiences. Second, it reconsiders the definition of first-generation college students. Third, it investigates differences between first-generation students' satisfaction with campus experiences and their actual campus experiences, highlighting the differences between subjective perceptions and objective experiences. Based on this framework, the study uses sample data from TEPS-B and TYP to analyze college students' educational experiences and educational aspirations, reaching four conclusions: First, regarding campus experiences, first-generation college students are a heterogeneous group, with significant effects only in vocational institutions.Second, first-generation college students face overall disadvantages in pursuing graduate and doctoral studies after completing undergraduate education. Third, there is a gap between subjective and objective measures, specifically between satisfaction with faculty and the number of faculty members students are acquainted with. Fourth, absolute educational achievement and relative educational position may identify similar student compositions. For educational practice, the study offers two recommendations: First, pay attention to the unique campus experiences of first-generation students in vocational institutions and establish support systems to enhance their interactions with faculty. Second, regarding continued education in graduate or doctoral programs, institutions should guide traditional first-generation college students while also paying attention to experiential first-generation college students.