「如魚得水」或「格格不入」？： 不同階級背景學生進入菁英大學的經驗探究

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Title:	「如魚得水」或「格格不入」？：不同階級背景學生進入菁英大學的經驗探究
Other Titles:	“Fish in the Water’’ or “Out of Place’’? Social Classes and Students’ Lives in an Elite University
Authors:	陳佑任 CHEN, YOU-REN
Contributors:	應用社會學系社會學碩士班林昱瑄 LIN, YUH-SUAN
Keywords:	家庭與學校教育;資本;慣習;菁英大學 family and school education;capital;habitus;elite university
Date:	2022
Issue Date:	2022-08-23 15:50:16 (UTC+8)
Abstract:	過去研究在談論階級再製時，往往傾向預設階級不平等在世代之間的延續，較少嘗試從「階級作為生涯」的角度來思考個人繼承並打造階級的歷程，亦即：在不同的人生階段（例如，從小學到大學），不同背景的個人究竟會如何理解自身的處境、做出不同的抉擇？而這些抉擇又會帶來哪些的正向效應或非預期的代價，進而反過來影響個人對於自我的定位和理解？本研究嘗試探討不同背景學生從小到大的生涯差異，以便勾勒階級運作的複雜機制與過程。透過訪談七名不同階級（三名工人階級、四名中產階級）菁英大學生從小到大的成長經歷和求學歷程，本研究歸納出四種不同的教育軌跡，研究發現：　　工人階級學生的教育翻身（亦即進入菁英大學）不是高度仰賴個人的努力和天賦，便是得依靠家庭強勢的介入來彌補自身先天條件的不足：採取個人化途徑的工人階級學生因為從小就靠自己長大，即便在大學面臨格格不入（例如，難以融入菁英社群、不知道如何應對制度規則）的困境，也往往具備較強的自尊和韌性；從小受父母強迫的工人階級學生則是傾向展現無力和侷限感，因為他們不但要承受原生家庭的劣勢，也欠缺自我培力的機會。與工人階級學生相比，中產階級學生的教育途徑平順得多，但教養風格（菁英教育vs.全人發展）的差異，也使他們對教育採取不同的態度：比起傳統菁英學生大多欠缺自我的想法，習慣聽從大人的意見，採取全人路線的學生不僅擁有更強的權利感，也更懂得運用自身的優勢。也是因為如此，在大學中，前者在欠缺父母引導的情況下，往往容易陷於焦慮和不安，跟不上多元化的學習步調跟節奏；後者則往往是如魚得水，擁有清楚的生涯目標和方向。　　上述的發現說明了個人階級生涯的複雜性。雖然階級在結構層次的不公，依舊是形塑個人教育軌跡所不可忽視的因素，但成長經歷的差異，也可能會在個體的層次形成與原生家庭不一致的軌跡。　　Previous researches on class reproduction tend to presume the continuation of class inequality across generations, but less often consider the process of inheriting and forging class from a “class as career” perspective, that is, how do individuals from different backgrounds construe their situations and make different choices at different stages of life (e.g., from elementary school to college) ? What positive changes or unanticipated costs will these choices bring, which in turn affect the self-orientation and understanding of individuals ? This study attempts to examine the differences in the careers of students from different backgrounds, from childhood to adulthood, in order to outline the complex mechanisms and processes of class functioning.　　By interviewing seven elite university students who grew up in different classes (three from the working class and four from the middle class) to understand their upbringing and educational experiences, this study identified and summarized the following four different educational trajectories. the educational mobility (i.e., entry into an elite university) of working-class students is either highly dependent on individual effort and talent or relied on strong family involvement to compensate for their innate deficiencies. Those working-class students who take an independent approach, growing up on their own, tend to have stronger self-esteem and resilience even when they face the predicament of not fitting in at university (e.g., difficulty being included into the elite group, not knowing how to deal with institutional rules). The working-class students, who are forced by their parents were tend to express sense of constraint, as they not only suffer from family disadvantages, but also lack opportunities to develop themselves under parental coercion. Compared with students from the working class, students from the middle class have a much smoother educational path. However, differences in parenting styles (elite education vs. holistic development) also lead to different attitudes toward education. Unlike traditional elite students who lack self-awareness and follow the advice of adults, students who take a holistic approach not only have a stronger sense of entitlement, but also know how to utilize their strengths. Because of this, the former tend to be anxious and unsettled in college without parental guidance and fail to keep up with the pace and rhythm of diversified learning, while the latter tend to feel confident and have a clear career goal and direction.　　　　The above findings reveal the complexity of how the social class affects an individual's career. While the structural inequality of class remains a factor in shaping an individual's educational trajectory, the differences in upbringing may also lead to a developmental trajectory that does not align with the social class of the family at the individual level.
Appears in Collections:	[Department of Applied Sociology, The M.A. Program of Sociology] Disserations and Theses(M.A. Program in Sociology)

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