階級化開始於家庭，在小孩進入學校後，學校能否確實執行均質化的功能。本研究選了10名小學二年級學生，訪談他們的父母、導師和科任老師。試圖回答兩個問題，其一，中產與勞工階級父母的教養實作進入到學校時，是否中產階級父母所努力培養的能是否更接近老師的偏好，得以繼續強化其優勢，而勞工階級的小孩是否真的居於劣勢，毫無翻轉機會；其二、老師與不同階級背景的學生的互動情況。研究結果發現：1、文化資本較高的中產階級具有相當的優勢，文化資本較低的中產與勞工階級的父母則是可以透過經濟資本去做轉換來提高學業成就。2、勞工階級的父母所重視的非認知能力，例如察顏觀色、韌性和耐心等，亦具有相當高的競爭力。3、適度的不豐富會讓小孩更專注於學校的生活，居於劣勢的小孩能從得到更大的好處。4、學校和老師會對小孩在的家庭的活動，像是對家務分工和閱讀習慣等進行重整，讓中產和勞工階級間的疆界逐漸模糊。

The class begins with the family, and when the child enters the school, does the school really perform the homogenization function. In this study, 10 primary school sophomores were selected to interview their parents, mentors and teachers. Trying to answer two questions, one is whether the middle-class parents' efforts to cultivate middle-class and working-class parenting practices are closer to the teacher's preferences when they enter the school, and continue to reinforce their advantages, while the working class children Whether it is really inferior, there is no turning opportunity. Second, how the teacher interacts with students of different class background. The results show that: 1. The middle class with higher cultural capital has considerable advantages, and the middle class and the laboring class with lower cultural capital can improve their academic achievement through the conversion of economic capital. 2, the working class parents valued non-cognitive ability, such as the observation of color, toughness and patience, also has a very high competitiveness. 3, moderately rich children will be more focused on school life, disadvantaged children can get greater benefits. 4, schools and teachers will restructure family's activities, such as the division of the household and reading habits , so that the middle and the working class boundaries gradually blurred.