學業成就的族群差異性：以屏東縣國小學生為例   免費試閱

Ethnic Differences in Academic Achievement: An Example of Elementary School Students in Pingtung County

本研究運用2010年「屏東縣教育長期資料庫」探討中國大陸和東南亞新住民子女、原住民與非少數族群子女學業成就之族群差異性，研究結果顯示：一、整體新住民子女的平均社經背景最低，但其平均學業成就優於原住民子女，表現並非最差；在控制所有社經背景後，其學業成就還優於非少數族群子女；二、將新住民區分為中國大陸與東南亞新住民子女後，中國大陸新住民子女的平均社經背景低於非少數族群子女，但其平均學業成就卻與非少數族群子女相等；而東南亞子女之平均社經背景最低，但其平均學業成就仍優於原住民學童，表現並非最差；在控制所有社經背景後，中國大陸新住民子女學業成就最優，東南亞新住民子女次之，非少數族群子女再次之，原住民子女表現最差。

This study adopted the database of 2010 “Pingtung Education Longitudinal Survey, PELS” to explore the academic achievement gap among mainland China immigrants’, Southeast Asia immigrants’, Aboriginal and Non-minorities’ children. The findings are as follows: First of all, the socioeconomic background average of whole new immigrant children is the lowest; however, their academic achievement average is better than Aboriginals’. The academic performance of new immigrants is not the worst. After controlling the socioeconomic background, their academic achievement average is superior to Non-minorities’. Second, after separated new immigrant children into mainland China and Southeast Asia immigrants, the socioeconomic background average of mainland China immigrants is lower than Non-minorities’; nevertheless, both of them perform evenly in academic achievement. As to Southeast Asia immigrants; although their average of socioeconomic background is the lowest, the average of academic achievement is higher than Aboriginals’, which means Southeast Asia immigrants are not the worst group. After controlling the socioeconomic background, it turns out that mainland China immigrant children is the greatest in academic performance, Southeast Asia immigrant children is second, Non-minorities is third and the least is Aboriginals.