影響我國大學入學機會之主要家庭差別因素

The Relationships Between Major Family Differential Factors & The Opportunity of University Attendance

教育的功能會隨著社會的變遷而有所改變。傳統社會中,教育常有其象徵性的意義及價值,教育成就往往是某一社會階層代表其社會地位的象徵性事物。因為在傳統社會結構中,個人社會地位的高低常是決定其教育成就的主要條件,因此,愈高層次的學校教育,愈只為少數人所獨享。本研究之目的,即在調查分析我國入學考試報考者與錄取者之家庭背景,以瞭解各主要家庭差別因素對我國大學入學機會的實際影響情形,並探討我國大學入學機會是否合乎教育機會均等的精神。為達成此一目的,本研究探討以下三個中心問題:(一)影響大學入學機會之主要家庭差別因素。(二)各主要家庭差別因素對我國大學入學機會之實際影響情形。(三)綜合上述研究結果,試提建議作為學生升學輔導及促進我國大學入學機會均等之參考。

The main purpose of this study was to analyze the relationships between family differential factors and the opportunity of university attendance, and to seek the appropriate means to improve PreUniversity Guidance and equalize the opportunity of university attendance.
The subjects were 14,106 candidates sampled from candidates of University Entrance Examination in 1976. The procedures of this study included the review of relevant literatures and a questionnaire survey. The date were obtained by comparing the differences of the family background between candidates of University Entrance Examination and those who were admitted to enter the university in 1976.
The major findings were as follows:
1. The major family differential factors included parental education level, parental occupation prestige, parental attitude toward the university education of children, family income, family residence, family size, family culture level and the study environment in the family.
2. The relationships of the parental education level, parental occupation prestige, family income and family size to the opportunity of university attendance were positive and significant.
3. Even the children from nontechnical workers families, lowerincome families or middleincome families still had many opportunities to enter the university.
4. The differences of the opportunity to enter the university between children from urban and rural families were significant.
5. The relationships of the family culture level and the study environment in the family to the opportunity of university attendance were nonsignificant.
The above findings of this study leads to the following proposed suggestions:
1. To upgrade the qualitative level of rural senior high schools education.
2. To help financially the students from lower socioeconomic status t finish their university education.
3. To increase the opportunity of public university attendance.
4. To improve the guidance services in the senior high school.
5. To strengthen the coordination between family and school.