原住民族中學生文化資本運作的階級差異

Exploring the Cultural Capital Differences Resulted by the Social Class among Aboriginal Middle School Students

家庭透過社會化功能將特定價值觀念與行為模式傳遞給下一代，進而讓家庭文化與學校文化兩者之間得以相互接合，左右學習者的成敗，在此過程中文化資本扮演關鍵的角色。本研究將階級與族群一併納入考量，描述並比較不同階級原住民族學生文化資本的運作情形，並將其置於教室、學校與整體社會文化脈絡中加以檢視。本研究主要採行參與觀察與深度訪談之質性研究取徑，選擇台灣東部一所原住民族學生佔相當比例的國中作為對象，以班級為單位，進行實徵資料的蒐集與分析。本研究重要發現歸納如下：（一）原住民族學生文化資本的傳習中隱藏著行為管教與生涯選擇面向的階級差異；（二）不同階級的文化資本傳習反映出差異的學校適應模式與性別角色；（三）原住民族群文化的濡染更勝階級習性的作用。

This study includes race and social class in describing and comparing the cultural capitalization among aboriginal middle school students. The researchers took the participatory observation and in-depth interview approach to qualitatively examine the social capitalization process under the scope of classroom, school, and social culture. The participants were recruited from a middle school where aboriginal students are the majority in school. This study found larger difference in family's behavioral supervision between social classes than career supervision over children. In addition, family's social class directs student's gender roles. Moreover, cultural capital is found to influence aboriginal students' career choices. Even though social class has influences over school adaptation, more impacts are found from racial acculturation.