學科補習、社會資本、文化資本與高中多元入學關係之研究

A Study on the Relationship among Cram Schooling, Social Capital, Cultural Capital and Multiple Entrance Program of Senior High School

鑒於先前研究發現社經背景與升高中入學管道具有對應的關連性，但對於此關連性的中介機制卻並未做分析。本研究乃以台灣教育長期追蹤資料庫第一波高中樣本資料做分析，結果顯示：學科補習與社會資本是此關連性的兩個主要中介變項，而文化資本則否。透過學科補習與社會資本的作用，高社經背景者有利於聯考入學；直升入學也以高社經背景者佔優勢，但不需透過補習，家庭收入直接發揮影響力。而因為社會資本不足，低社經背景者傾向以登記分發及申請入學來升學。至於推薦甄試，社經背景與學科補習、社會資本、文化資本的影響都不大，唯資優班學生有利於此項入學管道。

The past study has found there is a relationship between student's social economic background and the channel to enter senior high school, but the mediating mechanism hasn't been analyzed. This study analyzes database 'Taiwan Education Panel Survey' and the results are as follows: Cram schooling and social capital are the main mediating variables but cultural capital isn't. Through the effect of cram schooling and social capital, students with higher social economic background are more beneficial on 'joint entrance examination', and for 'direct entry', it is also more beneficial to those students with higher social economic background without cram schooling but family income. Because of lack of social capital, students with lower social economic background tend to enter senior high school through 'application' or 'admission'. For 'recommendation and screening', social economical background, cram schooling, social capital and cultural capital have no great influence, but gifted students take advantage for senior high school through this channel.