不均等教育结果的成因:理性资本与不同社会阶级家长的教育行动

A Sociological Analysis in Curriculum Policies and Social Inequality: Rational Capital and Educational Actions of Different Social Class Parents

台湾从20世纪90年代起执行了一系列教育改革方案，其中课程是重点之一，其目的在于结合其它教改方案，改善学习成效以及教育结果的不均等。尽管如此，社会大众却强烈质疑教改成效。本文将不评论这些质疑的合理性，而是试图说明教改结果的高度动态性，以及此种特性与社会阶级的关联性。尽管教育政策足以产生结构性规范，但“施为”的主动作为足以使家长脱离结构的束缚，因为他们能积极介入教育政策的制定，影响教育政策的实施过程，至少能调整自身以契合政策的特性与要求，因而使子女处于有利的学习位置。但受阶级文化差异的影响，中产阶级家长往往展现高度“施为”，劳工阶级家长则偏向接受结构的规范，此种差异使教育结果难以脱离社会阶级的影响。

Taiwanese central government has initiated a series of educational reforms since 1990s targeting at improving leaning efficiency and educational inequality. Nevertheless， such educational reforms do not significantly meet the needs of parents but bring education into a controversial arena. This article will not evaluate such criticism but attempt to profile the social class factors whose influence is adequate to regulate educational results. Although educational policies may produce a structural form to constrain parents' educational behaviors， agency， a counter element， may bestow a great amount of latitude upon parents allowing them to conduct constructive actions and， then， to free themselves from such structural constraints. Nevertheless， different social class parents may employ different types of educational actions towards educational reforms. Generally speaking， middle class parents may generally be characterized as a proactive creature. In contrast， working class parents tend to be subject to the structural constraints. Such a differentiation with a powerful influence tends to make educational inequality remain firmly.