臺灣都會地區國小弱勢學生暑期學習活動資本之研究

A Study on Learning Cultural Capital of Disadvantaged Students during Summer Vacation in Urban Elementary Schools in Taiwan

臺灣的扶助弱勢學生相關計畫與政策大多偏向偏鄉地區，甚少關心都會中弱勢學生學習情形，且相關研究更是少之又少。據此，本研究聚焦於都會地區（以六都為研究範園）國小弱勢學生暑期學習活動資本的公平性，先討論臺灣暑期學習資源活動不同區域的獲得情況，以及探討不同區域弱勢生所獲得的暑期學習活動資本挹注是否有所差別。本研究採問卷調查從事研究，重要研究發現如下：一、都會地區不同區域的國小暑期學習活動資源明顯分配不平均；二、都會地區國小弱勢學生參加校內暑期活動比例較一般生高，參加校外則較低；三、都會地區不同區域國小弱勢學生可獲得暑期學習活動資本有顯著差異，偏遠弱勢生最具優勢，鄉鎮及都會弱勢生顯得更加弱勢。本研究著重過往弱勢教育研究較忽略的都會地區弱勢國小學生與夏季失落議題，且經實證研究分析發現弱勢生的暑期學習活動資本過度集中於偏遠區域，使得鄉鎮與都會區域的弱勢學生顯得更加弱勢，造成新一輪的弱勢教育不平等現象，點出目前弱勢教育政策所忽略的重要現象，據此並提出相關建議，值得弱勢教育政策省思。

 

In Taiwan, disadvantaged student policies mostly focus on r rural areas, and have little interest in disadvantaged students during summer vacation in urban elementary schools. Accordingly, the researcher intends to explore the fairness of learning cultural capital of disadvantaged students in urban elementary schools. This study will discuss the acquisition of learning resources in different regions during summer vacation in urban elementary schools, and the differences in learning cultural capital of disadvantaged students in different regions. This study adopts questionnaire survey. Important research findings as follows: 1. Summer learning resources are clearly not evenly distributed in urban elementary schools. 2. The proportion of disadvantaged students participating in school summer activities is higher than that of general students, and just the opposite in off-campus summer activities. 3. There are significant differences in learning cultural capital during summer vacation among the disadvantaged students in different regions. Remote school students have the most advantage, but students in township and metropolitan schools become relatively unfavorable. This study focuses on frequently overlooked issues of disadvantaged students in urban elementary schools and summer loss. The empirical study shows that learning cultural capital of disadvantaged students during summer vacation is too concentrated in remote areas, and disadvantaged students in township and metropolitan schools have become more unfavorable. We point out the inequality of education of urban disadvantaged children, which is being ignored by education policy. We made recommendations according to the results of this study, and they deserve more implications for educational policy for the disadvantaged.