• 作者： 陳怡靖；鄭燿男
• 作者服務機構： 高雄市東光國小; 台南市教育局
• 中文摘要： An equal educational opportunity is a crucial academic issue. Most of past research on Taiwan's equal educational opportunity was centrad upon the problem-- how variables of personal background influenced the pursuit of education. Less study with medium variables is to explain the cause and result which factors of personal background influence on the pursuit of education, Some study used to use social, cultural, and financial capital as medium, but most of them merely indicated local examples and their dependent variables were the grade of elementary students. As for domestic examples, their social and cultural capital was also incomplete and inaccurate. This is why the focus of study with medium variables is the analysis of domestic statistics (1997 social change survey-social stratification section). Resides, the study uses cultural, social, financial capital (including items of cram schools and making money to improve family economy) as medium variables to explore the connection between variables of background and dependent variables, educational achievement. They include how many years a person can continue further study after elementary schools and choices to attend public high schools or vocational high schools. Another concentration of the study is to find out how important of the medium variables. Finally, the example based on the year of birth is divided into three groups whose aims are to explore the change of the educational stratification. The study demonstrates that the influence of personal background on the rate of continuing further schools and how many years a person can attend after graduated from junior high schools is also affected by following four medium variables ： 1. The social capital of a family. 2. How often a person attends cram schools. 3. Being a student, he or she should do part-time job to make money for his or her family. 4. The cultural capital of a family. Besides, the study also shows that the influence that factors of people's background in Taiwan area on how many years a person can receive formal education will reflect opportunity's inequality. While the increase of learning years, opportunity's inequality appears the shape of opposite of "U" which is upper in the beginning and lower at the end. As for the speciality of local educational stratification, father's education is the most powerful factors of background in various time; the great influence of on how many various cram schools a person attends also becomes one of local characteristics.
• 英文摘要： 過去國內有關教育階層化的研究，大多探討背景變項對教育取得的影響；至於加入中介變項來解釋背景因素對教育取得影響之因果機制的研究則相當少。雖然有些曾以社會資本、文化資本以及財務資本作為中介，但大多為地區性小樣本，且以學童學業成績為依變項；或者雖是全國性樣本，但社會資本、文化資本的指標卻過於粗糙；因此本研究以「台灣地區社會變遷基本調查三期三次計畫社會階層組」的全國性大樣本資料來作分析，以樣本國中時的文化資本、社會資本以及財務資本（包括補習項數及幫家裡做工賺錢）作為中介變項，來探討背景變項對國中以上教育年數的影響是否是透過上述中介變項的作用；最後並將樣本依出生年次分為三組來探討教育階層化的變遷情形。結果顯示：台灣民眾背景因素對國中以上教育年數的影響，會透過下列四個中介作用：1.家庭社會資本高低；2.接受補習教育多寡；3.求學時是否要幫忙家裡做工或賺錢；4.家庭文化資本。此外，本研究發現背景因素對受教育年數影響所顯示的教育階層化情形，隨年代的加增而先升後降呈現倒U型。至於本土教育階層的特殊性，父親教育是影響力最強的背景因素；而補習項數的多寡對國中以上受教育年數的重大影響，也是本土的一大特色。
• 中文關鍵字： cultural capital; social capital; financial capital; educational stratification.
• 英文關鍵字： 教育階層化；文化資本；社會資本；財務資本