「社經文化地位不利」國中資優生之「不利」、韌性與機會

Socioeconomic and Cultural Disadvantages Among Gifted Junior High School Students: Disadvantage, Resilience, and Opportunities

本研究旨在關注資優教育中的卓越落差現象，理解「社經文化地位不利」國中生如何成為學術性向資優生，藉以探討家庭背景如何作用、學校教育有何功能，進而檢視資優教育中的機會均等議題、反思相關法令政策之落實。針對具相關背景之國中資優生及其重要他人進行訪談，輔以文件蒐集。依國小為資優生與否、如何得知報考資訊、如何準備資優鑑定、有無重要他人影響四層面分析如何成為資優生，關於家庭背景如何影響，資優生看法不一，親師看法相對一致。接著討論「不利」、才能與韌性以及家庭、學校與機會兩項議題。最後提出三點結論與建議：一、「社經文化地位不利」資優生呈低代表性，類別存在的意涵有待思辨；二、非「標準家庭」仍能孕育資優生，處於逆境者之韌性需要予以肯認與滋養；三、學校教育具補償功能，資優教育機會均等有待系統檢視與積極實踐。

This study focuses on the phenomenon of ‘excellence disparity’ in gifted education, aiming to understand how junior high school students with disadvantaged socioeconomic and cultural status become academically oriented gifted students. It examines how family background plays a role, the function of school education, and reviews the issue of equal opportunities in gifted education, reflecting on the implementation of related laws and policies. Interviews were conducted with gifted junior high school students from relevant backgrounds and related stakeholders, supplemented by document collection. The analysis was based on four aspects: whether the students were identified as gifted in elementary school, how they learned about the testing information, how they prepared for the gifted identification process, and the influence of related stakeholders including parents and teachers. Opinions of the impact of family background on becoming a gifted student varied among students, while teachers and parents had relatively consistent views. The study then discusses the issues of disadvantage, talent, and resilience, as well as family, school, and opportunities. Finally, three conclusions and suggestions are presented: (1) Gifted students with disadvantaged socioeconomic cultural status are underrepresented, and the implications of this deserve further contemplation; (2) “Non-standard families” can still nurture gifted students, and the resilience of those in adverse situations needs recognition and nurturing; and (3) School education has a compensatory function, and the goal of providing equal opportunity in gifted education requires systematic review and proactive implementation.