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題名 相對教育位置與初職地位取得之世代差異
The Positional Value of Education and the First Job Attainment: A Comparative Cohort Study in Taiwan作者 張欣伊
Teo, Sin Yee貢獻者 張峯彬
Chang, Feng-Bin
張欣伊
Teo, Sin Yee關鍵詞 高教擴張
工作競爭模型
隊列理論
相對位置
初職地位取得
出生世代
Educational expansion
Job competition model
Queuing theory
Positional good
First job attainment
Birth cohort日期 2022 上傳時間 2-九月-2022 15:25:44 (UTC+8) 摘要 台灣高等教育擴張進程已有時日，迄今擁有大學文憑已十分普遍。在此發展脈絡下，大學畢業所能取得之初職地位是否隨之變化？本文以地位取得模型為基礎，探討家庭背景、教育成就以及初職社經地位之關聯有無世代差異。另外，根據相對位置觀點及隊列理論，比較絕對教育成就（是否擁有大學文憑）與相對教育位置（PSI分數，positional status index）兩種測量尺度在模型分析上的差別。本文使用「台灣社會變遷基本調查」2002年、2005年、2007年、2009年、2012年及2019年之年度調查資料，限定九年義務教育政策下之出生世代（1965年至1994年），依據不同高教變革階段區分三個世代（早期世代、中期世代和晚期世代）。另外，由於男女在教育成就與職業地位取得上有不同的發展進程，故按性別分析。研究發現，以絕對尺度測量時，家庭社經背景對絕對教育成就之影響效果不隨世代降低，反之，中期世代女性受父親教育成就之影響增加。以相對尺度測量時，家庭社經背景對相對教育位置之影響效果在男性樣本中有降低的情形，父親職業地位對中期世代男性之影響減少。初職社經地位方面，當以絕對教育成就作為中介變項時，教育對初職地位之影響效果隨著世代降低；當以相對教育位置分析時，教育對初職地位之影響效果不隨世代變化。在高教擴張下，雖有文憑貶值現象，教育對初職地位的影響效果未有減少。整體平均教育水平的提升看似回應了社會普遍對教育的期待，然而學生追就教育所需投注的資源與時間越來越多，教育的職業回報卻沒有相應提升。雖不符合功利效益，卻為了防禦自身在社會上的社經地位，致使學生不得不提高教育水平的窘境。
As a result of educational expansion, it is prevalent to have a college degree in Taiwan these days. In this case, has the returns to education changed accordingly? Based on the status attainment model, this article examines whether the associations of family background, educational achievement, and the first-job status achievement differ across birth cohorts. According to the positional good perspective and queuing theory, this study employs two measurements of education to examine the association thereof: the absolute term (whether having a college degree) and the relative/ positional term (positional status index, PSI score). To cover individuals born between 1964 and 1994 with nine-year compulsory education, we use the data from six waves of Taiwan Social Change Survey (TSCS) (2002, 2005, 2007, 2009, 2012, and 2019). The sample is divided into three birth cohorts by educational expansion stages. Moreover, since the trends in educational attainment and job status attainment differ between men and women, this study analyzes by gender.Results show that the association between family background and educational attainment does not decline across cohorts, when attainment is measured in absolute terms. Instead, it tends to increase in mid-cohort women with the intensify impact of fathers’ educational achievement. However, when attainment is measured in relative terms, the association decreases in mid-cohort men as the effect of fathers’ job status diminishes. In terms of first job attainment, when education is measured in absolute term as a mediating variable, the association between education and first job attainment declines over cohorts; when it is measured in relative term, the association persists. Despite the credential inflation, our findings show that educational expansion did not reduce the association between education and first job attainment. The rise in average education level seems to have met the mass expectations for education, however, in an over-qualified labour market, the higher cost of educational investment has failed to correspondingly improve returns to education. 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國立政治大學
社會學系
107254021資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107254021 資料類型 thesis dc.contributor.advisor 張峯彬 zh_TW dc.contributor.advisor Chang, Feng-Bin en_US dc.contributor.author (作者) 張欣伊 zh_TW dc.contributor.author (作者) Teo, Sin Yee en_US dc.creator (作者) 張欣伊 zh_TW dc.creator (作者) Teo, Sin Yee en_US dc.date (日期) 2022 en_US dc.date.accessioned 2-九月-2022 15:25:44 (UTC+8) - dc.date.available 2-九月-2022 15:25:44 (UTC+8) - dc.date.issued (上傳時間) 2-九月-2022 15:25:44 (UTC+8) - dc.identifier (其他 識別碼) G0107254021 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/141737 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 社會學系 zh_TW dc.description (描述) 107254021 zh_TW dc.description.abstract (摘要) 台灣高等教育擴張進程已有時日，迄今擁有大學文憑已十分普遍。在此發展脈絡下，大學畢業所能取得之初職地位是否隨之變化？本文以地位取得模型為基礎，探討家庭背景、教育成就以及初職社經地位之關聯有無世代差異。另外，根據相對位置觀點及隊列理論，比較絕對教育成就（是否擁有大學文憑）與相對教育位置（PSI分數，positional status index）兩種測量尺度在模型分析上的差別。本文使用「台灣社會變遷基本調查」2002年、2005年、2007年、2009年、2012年及2019年之年度調查資料，限定九年義務教育政策下之出生世代（1965年至1994年），依據不同高教變革階段區分三個世代（早期世代、中期世代和晚期世代）。另外，由於男女在教育成就與職業地位取得上有不同的發展進程，故按性別分析。研究發現，以絕對尺度測量時，家庭社經背景對絕對教育成就之影響效果不隨世代降低，反之，中期世代女性受父親教育成就之影響增加。以相對尺度測量時，家庭社經背景對相對教育位置之影響效果在男性樣本中有降低的情形，父親職業地位對中期世代男性之影響減少。初職社經地位方面，當以絕對教育成就作為中介變項時，教育對初職地位之影響效果隨著世代降低；當以相對教育位置分析時，教育對初職地位之影響效果不隨世代變化。在高教擴張下，雖有文憑貶值現象，教育對初職地位的影響效果未有減少。整體平均教育水平的提升看似回應了社會普遍對教育的期待，然而學生追就教育所需投注的資源與時間越來越多，教育的職業回報卻沒有相應提升。雖不符合功利效益，卻為了防禦自身在社會上的社經地位，致使學生不得不提高教育水平的窘境。 zh_TW dc.description.abstract (摘要) As a result of educational expansion, it is prevalent to have a college degree in Taiwan these days. In this case, has the returns to education changed accordingly? Based on the status attainment model, this article examines whether the associations of family background, educational achievement, and the first-job status achievement differ across birth cohorts. According to the positional good perspective and queuing theory, this study employs two measurements of education to examine the association thereof: the absolute term (whether having a college degree) and the relative/ positional term (positional status index, PSI score). To cover individuals born between 1964 and 1994 with nine-year compulsory education, we use the data from six waves of Taiwan Social Change Survey (TSCS) (2002, 2005, 2007, 2009, 2012, and 2019). The sample is divided into three birth cohorts by educational expansion stages. Moreover, since the trends in educational attainment and job status attainment differ between men and women, this study analyzes by gender.Results show that the association between family background and educational attainment does not decline across cohorts, when attainment is measured in absolute terms. Instead, it tends to increase in mid-cohort women with the intensify impact of fathers’ educational achievement. However, when attainment is measured in relative terms, the association decreases in mid-cohort men as the effect of fathers’ job status diminishes. In terms of first job attainment, when education is measured in absolute term as a mediating variable, the association between education and first job attainment declines over cohorts; when it is measured in relative term, the association persists. Despite the credential inflation, our findings show that educational expansion did not reduce the association between education and first job attainment. The rise in average education level seems to have met the mass expectations for education, however, in an over-qualified labour market, the higher cost of educational investment has failed to correspondingly improve returns to education. Although not in line with the utilitarianism, individuals raise their educational attainment as a `defensive` measure to maintain their socioeconomic status. en_US dc.description.tableofcontents 目錄摘要 i目錄 iii表目錄 iv圖目錄 v第一章 前言 1第一節 研究動機 1第二節 研究背景 2第三節 研究目的 6第二章 文獻回顧 8第一節 教育是人力資本或是相對位置？ 8第二節 教育成就的取得 15第三節 職業地位的取得 18第四節 教育的相對位置測量 21第三章 研究方法 23第一節 資料來源 23第二節 研究架構 24第三節 變項說明與操作 24第四節 分析方法 28第五節 研究限制 30第四章 研究發現 33第一節 描述統計 33第二節 迴歸模型分析 37第五章 結論與討論 51第一節 結論 51第二節 討論 53參考文獻 55 zh_TW dc.format.extent 1585408 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107254021 en_US dc.subject (關鍵詞) 高教擴張 zh_TW dc.subject (關鍵詞) 工作競爭模型 zh_TW dc.subject (關鍵詞) 隊列理論 zh_TW dc.subject (關鍵詞) 相對位置 zh_TW dc.subject (關鍵詞) 初職地位取得 zh_TW dc.subject (關鍵詞) 出生世代 zh_TW dc.subject (關鍵詞) Educational expansion en_US dc.subject (關鍵詞) Job competition model en_US dc.subject (關鍵詞) Queuing theory en_US dc.subject (關鍵詞) Positional good en_US dc.subject (關鍵詞) First job attainment en_US dc.subject (關鍵詞) Birth cohort en_US dc.title (題名) 相對教育位置與初職地位取得之世代差異 zh_TW dc.title (題名) The Positional Value of Education and the First Job Attainment: A Comparative Cohort Study in Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 參考文獻王德睦（2014）。第十五章：人口。收錄於王振寰、瞿海源主編，社會學與台灣社會（四版），399-422。台北：巨流。行政院主計處（2002）。近年勞動市場變化之研析（民91年7月）。2021年4月29日取自https://www.stat.gov.tw/ct.asp?xItem=41112&ctNode=516&mp=4行政院主計處（2009）。98年青少年狀況調查統計結果綜合分析。2021年5月8日取自 https://www.stat.gov.tw/ct.asp?xItem=39937&ctNode=1857&mp=4行政院主計處（2015）。104 年青少年狀況調查統計結果綜合分析。2021年5月8日取自 https://www.stat.gov.tw/ct.asp?xItem=39937&ctNode=1857&mp=4行政院主計處（2021）。時間數列統計表：勞動力（按年齡分）。2021年5月20日取自https://www.stat.gov.tw/ct.asp?xItem=37135&ctNode=517&mp=4李佩嬛、黃毅志（2012）。國際新職業社經地位量表在臺灣社會科學研究中的適用性： 以面訪成年民眾職業調查為例。臺灣社會學刊，49，207-239。周祝瑛（2003）。伍、教改議題大會診。誰捉弄了臺灣教改？，133-209。臺北：心理。林宗弘（2009）。臺灣的後工業化：階級結構的轉型與社會不平等，1992-2007。臺灣社會學刊，43，93-158。張苙雲、廖培珊（2008）。台灣地區設會變遷基本調查計劃——第五期第三次調查計畫執行報告。臺北市：中央研究院社會學研究所。教育部（2020）。中華民國教育統計：民國一〇八年。台北：教育部。章英華、杜素豪、廖培珊（2013）。台灣地區設會變遷基本調查計劃——第六期第三次調查計畫執行報告。臺北市：中央研究院社會學研究所。章英華、傅仰止（2003）。台灣地區設會變遷基本調查計劃——第四期第三次調查計劃執行報告。臺北市：中央研究院社會學研究所。章英華、傅仰止（2006）。台灣地區設會變遷基本調查計劃——第五期第一次調查計畫執行報告。臺北市：中央研究院社會學研究所。符碧真（2000）。教育擴張對入學機會均等影響之研究。教育研究集刊，44，201-223。陳婉琪（2005）。族群、性別與階級：再探教育成就的省籍差異。台灣社會學，10， 1-40。陳寬政、劉正（2004）。台灣的教育發展與教育流動結構流動的分析。人口學刊，29，71-94。傅仰止、杜素豪（2010）。台灣地區設會變遷基本調查計劃——第五期第五次調查計畫執行報告。臺北市：中央研究院社會學研究所。傅仰止、關秉寅、吳齊殷、廖培珊、謝淑惠（2020）。 台灣社會變遷基本調查計畫——第七期第五次調查計畫執行報告。臺北市：中央研究院社會學研究所。彭莉惠、熊瑞梅、紀金山（2011）。臺灣高等教育擴張對職業成就的影響：世代、性別、性別化科系與初職社經地位的取得。台灣教育社會學研究，11(2)，47-85。黃毅志（2003）。「臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化。教育研究集刊，49(4)，1-31。黃毅志（2011）。台灣的教育分流、勞力市場階層結構與地位取得。台北：心理。楊瑩（2008）。臺灣高等教育政策改革與發展。研習資訊，25(6)，21- 56。蔡明璋（2014）。第十二章：經濟與工作。收錄於王振寰、瞿海源主編，社會學與台灣社會（四版），317-342。台北：巨流。蔡婉樺（2017）。相對教育水準與薪資變動。國立臺北大學財政學系碩士論文，新北市。 取自https://hdl.handle.net/11296/mq6n2s蔡淑鈴 （2004）。高等教育擴展對教育機會分配的影響。臺灣社會學，7，47-88。戴伯芬、林宗弘、吳燕秋、陳思仁、林凱衡、揮塵子（2015）。高教崩壞： 市場化、官僚化、與少子女化的危機。新北：群學。譚康榮（2014）。第九章：教育。收錄於王振寰、瞿海源主編，社會學與台灣社會（四版），239-264。台北：巨流。Becker, G. 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