勞工階級大學生家庭資源與學校適應經驗之分析－以北部一所頂尖大學為例

Abstract

在個體處於「半獨立」的大學時期，原生家庭的資源仍在大學生的生活中扮演著高度影響力，影響著學生生活的每一道選擇。不同家庭社會階級所持有的資源自個體大學前的成長歷程即產生差異，勞工階級大學生進入大學後，過去的生命經驗與手中握有的資源持續在大學中的學校適應產生影響，個體在結構與資源的拉扯下，進而影響了所採取的因應策略。本研究為質性研究，邀請四位就讀頂尖大學的勞工階級大學生進行深度訪談，分享親身經歷的生命故事，帶領我們瞭解其成長歷程中家庭中的各項資本如何作用於當前的大學學校適應，面對適應問題採取的因應策略又是哪些類型。透過資料整理與分析，歸納出以下結論：壹、勞工階級大學生家庭資源的匱乏對其教育歷程造成主要限制，卻也激發潛在的推力貳、勞工階級大學生在頂尖大學中的適應問題主要為經濟不利所衍生，但伴隨社會期望而來的心理壓力亦有重要影響參、勞工階級大學生的學校適應採多重因應策略，在生活、學習與生涯面向以積極性因應為主，社交面向以消極性因應為主肆、勞工階級大學生的學校適應受所處社會脈絡影響，但學校文化和文憑主義進一步突顯適應問題的嚴重性伍、勞工階級大學生能敏銳覺察結構限制且具備高度自我效能感，使其在結構限制下仍擁有主動選擇的能力During the "semi-independent" college years, the resources of the original family still play a high influential role in the lives of college students, influencing every choice they make in their lives. The resources held by different social classes of families vary from the growth process before entering college. After college students from working-class families enter college, their past life experiences and the resources they possess continue to have an impact on their school adaptation in college, and the individual's coping strategies are further influenced by the tug of structure and resources. This is a qualitative study in which four working-class students attending top universities were invited to conduct in-depth interviews and share their life stories, leading us to understand how various capital in the family plays a role in the current college adaptation and what kinds of adaptation strategies they adopt in the face of problems. Through data analysis, the following conclusions are concluded: 1. The lack of family resources brings limitations as well as impetus in the educational process of children2. The adjustment problems of working-class college students in top universities are mainly caused by economic disadvantage, but the psychological pressures that accompany social expectations also have an important impact3. Working-class college students' adaptation to life, study and career is mainly focused on positive, while social adaptation is mainly focused on negative. 4. The school adaptation of working-class college students is affected by the social context, but the school culture and credentialism further highlight the seriousness of the adjustment problem. 5. Working class college students can be acutely aware of the structural constraints and have a high sense of self-efficacy, so that they still have the ability to choose activelyunder the structural constraints