- 研究生:賴宜琳
- 論文名稱: 父母對子女教育的期望因素
- 指導教授: 張清富
- 關鍵字: 父母期望、文化資本、社會資本、社會網絡
-
不同社經背景的父母親，對於子女的教育期望年數是否有所差異？在社會變遷下，倡導兩性平等的今日，父母是否仍有重男輕女的觀念？
依據蒐集的文獻得知文化資本、社會資本、社會網絡對子女學業成就有正相關，但極少有其對父母教育期望影響性的探討，故本研究探討當控制家庭背景變項後，國籍、社經背景、文化資本、社會資本、社會網絡與父母對子女教育期望之關係。
本研究資料來自「台灣地區社會變遷基本調查」第五期第一次綜合組的問卷調查資料，本論文再從中篩選出受訪者為育有子女者，共有1523份，將所得料以描述統計、T檢定、皮爾森積差相關、多元迴歸分析等統計方法處理與分析。
本研究結果顯示：（1）外國籍父母對子女教育期望年數有負面影響性（2）父母教育程度對子女教育期望年數有影響性（3）父母的職業位階對子女的教育期望年數有正面影響性（4）父母對男孩應受教育年數高於女孩應受教年數（5）文化資本、低收入戶、社會資本、社會網絡對男孩與女孩的教育期望年數不具影響性。
-
Abstract
Do different socioeconomic backgrounds of the parents have different expectations of their children's educational years? Nowadays, under changes in social norms within the society and the advocates of gender equality, do parents still discriminate against girls?
According to current literatures, cultural capital, social capital and social networks positively correlate with children's academic achievement. However, few studies examine parents' expectations of children's education, so this study attempts to demonstrate how nationality, socioeconomic background, cultural capital, social capital, social networks are related to parents’ expectation on children's education after controlling family background variables.
The data of this study is drawn from "Taiwan Social Change Survey", Survey 5-1 titled “Globalization, Work, Family, Mental Health”. This study further selects the people who have children, giving a total of 1,523 samples. All samples are processed and analyzed by descriptive statistics, T-test, Pearson’s correlation and multiple regression analysis.
Results show that: (a) Foreign nationality parents have negative effects on their children's educational years. (b) Parents' education may affect parents' expectations of their children's educational years. (c) Occupation of parents has positive effects on parents' expectations of their children's educational years. (d) Parents expect that boys' educational years is higher than girls' (e) Low-income families, cultural capital, social capital and social networks do not have influences on parents’ expectations for their boys' or girls' educational years.
