A Re-exploration of Stratification and Efficacy in Cram Schooling: The Specific Characteristics of Cram School in Taitung
Previous studies about the academic cram schooling have mainly explored the stratification and efficacy, but ignored the specific characteristics in Taitung. For example, in the national survey, the research does not consider how the academic achievements of aborigines and Hans are influenced by mediators. Using data collected from Taitung Education Panel Survey in 2005, this study develops a well-defined research framework to re-investigate the research questions about both groups. The results show that the educational expectations of aboriginal parents and children are lower than the ones of Hans because their socioeconomic statuses of families are lower than the ones of Hans. This factor leads to a decrease in aboriginal student attendances at the academic cram schooling. The second discovery of this study is a spurious relationship between the student participation in academic cram schooling and their academic achievements. While it appears that more participation results in higher achievements, the real factor is the parents educational expectations. After controlling this factor, the influence of academic cram schooling participation on the academic achievements becomes less significant. The gap between the academic achievements of aborigines and Hans can no longer be simply analyzed through the gap between their attendances at the academic cram schooling.
|關鍵詞||原漢族群、學科補習、教育期望、學業成就、Aborigines and Hans、academic cram schooling、educational expectation、academic achievement|