造成原漢族群高中入學考試基測成績不同之影響機制：以臺東縣國三生為例

The Causal Mechanism of Different BCT Results between Aborigines and Hans: The Case of Ninth Graders in Taitung County

國內探討學生家庭背景透過中介變項對教育成就影響的研究很多，不過探討原漢族群學生家庭背景透過中介變項對基測成績影響的研究則較少。本研究選擇臺灣地區基測成績最差，社經背景最低落，且原住民比率最高的臺東縣國中學生為對象，探討族群家庭背景透過各項資本對基測成績影響的因果機制。研究結果發現，臺東縣原住民學生平均基測成績總分較漢人低45.29分，其中的32.35分可歸因於原住民學生家庭背景較漢人低之外，還擁有較多的「不利嗜好」、較低的「父母學歷期望」、較少的「學科補習」也是原因。此外也發現，臺東縣國中生擁有「精緻文化」對提高基測成績有利，不過「父母指導電腦」對基測成績不利；學生擁有「不利文化風格」會對基測成績有不利影響。 There were many previous studies investigating the influence of student family background on student academic achievement through intervening variables in Taiwan. However, only a few studies examined the influences of aboriginal and Han family background on BCT scores through intervening variables. This research, hence, chose junior high school students in Taitung County as study subjects to investigate the causal mechanism of family background influencing BCT results through intervening variables. By comparison with other regions in Taiwan, students in Taitung have the lowest BCT scores and relatively low socioeconomic status while there is highest proportion of aboriginal students among them. The analysis shows: the average BCT result of aboriginal students is 45.29 points lower than the BCT result of Hans. 32.35 points could be explained by the poorer family background of aboriginal students. In addition, having more disadvantageous hobbies, lower parental expectation towards students’ educational achievement, and lower enrollment rates in cram schools also account for their poorer BCT results. Besides, refined culture helps junior high school students in Taiwan to perform better in BCT. Nevertheless, parental instruction on computer has negative impact on BCT results. Disadvantageous cultural style also has negative influence on BCT results.