從社經背景談隔代孩童之學業困境－以嘉義縣兩所國小高年級學童為例

南華大學機構典藏系統 > 社會科學院 > 應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班) > 博碩士論文-教育社會學碩士班 > Item 987654321/26963

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題名:	從社經背景談隔代孩童之學業困境－以嘉義縣兩所國小高年級學童為例
其他題名:	Understanding Predicaments in the Learning of Children under Grandparenting from Socio-Economic Backgrounds--A Study of the Senior Students in Two Elementary schools in Chiayi County
作者:	李家伶 Lee, Chang-ling
貢獻者:	教育社會學研究所翟本瑞 Ben-ray Jai
關鍵詞:	文化資本;社會資本;社經背景;學業成就;隔代孩童;祖孫家庭 cultural capital;school achievement;children under grandparenting;socio-economic background;social capital;families of grandparent and grandchild
日期:	2005
上傳時間:	2019-03-20 10:03:32 (UTC+8)
摘要:	隨著社會變遷，家庭結構逐漸轉變，從以往的大家庭取而代之的是核心家庭，如今卻因父母親個人因素下，如離婚、失業等因素而導致家庭結構瓦解，取而代之的確是不同類型的家庭，而本研究偏重於隔代家庭之研究。在台灣的社會中，教育議題偏重於探究教育階層化之研究，主因家庭的教育資源的多寡決定孩童能否在校促使學業獲得成功之關鍵，乃根源於家庭社經地位。然而高社經背景孩童卻能獲得大量的資源而致使在校成功；相較於低社經背景孩童苦無獲得良好的教育機會。本研究探究隔代孩童學業低落是因社經地位還是其他因素造就而成，如主要照顧者因素等之。其次探究學校有何相關資源能協助隔代孩童，促使他們獲得向上流動，以利升學。最後針對政府的政策與民間的建議，了解對隔代孩童的協助為何。　　　本文第二章討論家庭教育資源的投資對隔代孩童學業之影響、造成學業低落及其相關文獻探討，採取Bourdieu的文化資本理論、Coleman的社會資本理論說明不同社經背景的隔代家庭對孩童教育資源的投入多寡，對孩童學業之助益為何。從中找出影響隔代孩童學業低落之主因為何，包含家庭因素、主要照顧者因素、個人因素、學校因素，以兩兩相比找出關鍵主因。最後探究政府對隔代家庭的相關政策與民間輔導之建議。第三章介紹研究方法與施行步驟，研究對像採取立意抽樣的方式，以嘉義縣地區A、B國小為主要學校，並以九十三學年度上學期國小高年級孩童為主、孩童祖父母、孩童班級導師、教務主任為輔。進行半結構式訪談之質性研究。第四章將研究結果以分析的方式，針對八項指標進行探究，以分析對學業的影響為何。第五章結論與建議，針對此研究整體做總結與未來之期望。　　　本文結論是具體化的文化資本確實會影響教師之評分但其他均不會；而祖父母缺乏社會資本，無法提供孩童任何協助。而家庭因素與主要照顧者因素、個人因素與學校因素相比下，發現孩童學業低落其因主要照顧者因素與個人因素之影響。本研究將發現與分析結果之陳述，提供一些意見與方向供後續研究者參考。　　Accompanied by the social changes, the family structure has gone through a series of gradual changes. From the initial replacement of big families by nuclear families, to changes caused by various parental factors in the current society, such as the destruction of the family structure caused by divorce or unemployment, and thus result in very different forms of families. The present study aims to focus on the investigation of grandparenting in families with only the grandparents and the grandchildren. In the Taiwanese society, educational studies often concentrate on the research of educational strata. This is because the amount of educational resources in the family, which is relative to the socio-economic background of the family, plays one of the key roles in determining the child’s achievement in the school. It is noticed that children in families of high socio-economic backgrounds are more likely to obtain more educational resources, which help with the successes in the school, whilst children in families of low socio-economic background are less able to obtain the same amount of educational opportunities. The present study’s primary objective is to understand whether the low achievements in children under grandparenting are due to the low socio-economic status, or some other variables, such as the ones involving the main care-takers. Secondly, what related resources the school can offer in order to assist the learning of children under grandparenting and to help with the progression for further studies. Lastly, the present study aims to understand what would be able to help the learning of children under grandparenting based on the government’s policies and advices from the public. 　　　The second chapter of the present study discusses the literatures concerning the influences of the investment of family educational resources on the learning of children under grandparenting, and the associated literatures on the retrogression of the school studies. The assistance and the amount of investments on children’s educational resources under grandparenting and of different socio-economic backgrounds are explained through Bourdieu’s Cultural Capital and Coleman’s Social Capital, and thus finds out the main factors causing the retrogression of the children’s studies. The factors include family factors, main care-taker factors, personal factors, and school factors. The crucial factor is found out by means of pair comparisons.　　　Finally, the relative government policies and advices from the public are studied. The third chapter introduces the research method and the procedures. The purposeful sampling was done, with which senior students in the first semester in year 2004 from elementary schools A and B in Chiayi County were the targets for the research. Information obtained from the children’s grandparents, the class teachers, and the dean of the school was used as supplementary resources. Information was obtained through semi- structured interviews. The fourth chapter studies the data under eight indices, and analyzes the influences on children’s learning. The fifth chapter is the conclusions and recommendations, which concludes the study and provides expectations for the future. 　　　The conclusion of the present study is that concrete cultural properties actually influence the teachers’ evaluations, but not to other aspects. The grandparents’ lack of social capitals leads to little assistance for the child. Moreover, the result for comparisons between the family factor and the main care-taker factor, as well as between the personal factor and school factor, indicated that the retrogression of school studies in children are related to the main care-taker factor and the personal factor. By describing the findings and the analyses results, the present study hopes to provide some opinions and suggestions for future studies.
顯示於類別:	[應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班

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