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題名 社會流動與高等教育不平等：階級壟斷或能力補償
Social Mobility and Higher Education Inequality: Class Monopoly or Ability Compensation作者 吳沂霖
Wu, Yi-Ling貢獻者 莊奕琦
Chuang, Yih-Chyi
吳沂霖
Wu, Yi-Ling關鍵詞 家庭社會經濟地位
高等教育
TEPS-B
極力維續不平等
有效維續 不平等
Social-economic status
Higher Education
TEPS-B
Maximally Main- tained Inequality
Effectively Maintained Inequality日期 2024 上傳時間 4-Sep-2024 14:39:24 (UTC+8) 摘要 本研究探討台灣現行高等教育下的教育不平等現象，特別聚焦於家庭社會 經濟地位(SES)對子女教育機會和所得的影響。本文利用台灣教育長期追蹤資 料庫(TEPS)及其後續調查(TEPS-B)的數據，採用跨代轉移矩陣、Ordered Logit 模型(OLM)以及 Logistic Model 進行分析。研究結果顯示，在台灣高等 教育普及的環境中，家庭社會經濟地位對子女的教育成就有顯著的影響，驗證了 極力維續不平等(MMI)和有效維續不平等(EMI)理論。具體而言，家庭社會 經濟地位較高的子女更可能獲得較高的教育程度，並傾向於選擇就讀資源較豐富 的公立大學。此外，本研究亦發現家庭社會經濟地位的優勢延續至子女的初職所 得，形成教育不平等對職業收入的不利影響。除此之外，本文更探討「家庭社會 經濟地位變數」與子女教育年數對於子女薪資的真實效果。本研究得出「家庭社 會經濟地位變數」與子女教育年數為「互補關係」，也就是對於子女薪資而言如 果將家庭社會經濟地位以及子女教育年數個別視為子女薪資的獨立變數進行估計 時，可能會得出低估的效果。
This study explores the phenomenon of educational inequality in Taiwan’s current higher education system, focusing on the impact of socioeconomic status (SES) on children’s educational opportunities and wages. Utilizing data from the Taiwan Education Panel Survey (TEPS) and its follow-up survey (TEPS-B), the study employs intergenerational transfer matrices, Ordered Logit Model (OLM), and Logistic Model for empirical estimation. The results reveal that in Taiwan’s widespread higher education environment, family socioeconomic status signifi- cantly affects children’s educational achievements, validating the theories of Max- imally Maintained Inequality (MMI) and Effectively Maintained Inequality (EMI). Specifically, children from higher socioeconomic status families are more likely to attain higher educational levels and tend to choose resource-rich public universi- ties. Additionally, the study finds that the advantages of family socioeconomic sta- tus extend to children’s initial wages, indicating the adverse impact of educational inequality on occupational earnings. Furthermore, this study explores the actual ef- fects of ”socioeconomic status variables” and children’s years of education on their wages. The research finds that ”family socioeconomic status variables” and chil- dren’s years of education have a ”complementary relationship.” This means that when estimating children’s wages, treating socioeconomic status and children’s years of education as independent variables may lead to underestimated effects.參考文獻 林大森 (2002)，「高中/高職的公立/私立分流對地位取得之影響」，《教育與心理研究》， 25， 35-62。 李敦仁與余民寧 (2005)，「社經地位，手足數目，家庭教育資源與教育成就結構關係模 式之驗證:以 TEPS 資料庫資料為例」，《台灣教育社會學研究》，5(2)， 1-47。 洪兆樂(2013)，「非認知技能內涵對國中生學習成就之影響」。國立臺灣師範大學，未出版，臺北市。 沈暉智與林明仁 (2019)，「論家戶所得與資產對子女教育之影響-以 1993-1995 出生世代及其父母稅務資料為例」，《經濟論文叢刊》，47(3)， 393-453。 https://doi.org/10.6277/TER.201909_47(3).0003 莊奕琦與陳晏羚 (2011)，「紈袴子弟與流氓教授: 台灣的教育與階級流動」，《人文及社 會科學集刊》，23(1)， 61-91. 張宜君與林宗弘 (2015)，「臺灣的高等教育擴張與階級複製: 混合效應維續的不平 等」，《臺灣教育社會學研究》，15(2)， 85-129。 張瀞云 (2013)，「台灣高等教育政策調整對社會公平面的影響」，《經濟論文叢刊》， 41(4)， 443-484。 駱明慶 (2002)，「誰是台大學生?-性別、省籍與城鄉差異」，《經濟論文叢刊》， 30(1)， 113-147。 https://doi.org/10.6277/ter.2002.301.5 駱明慶 (2018)，「誰是台大學生?(2001-2014)-多元入學的影響」，《經濟論文叢刊》， 46(1)， 47-95. 蔡淑鈴 (2004)，「高等教育的擴展對教育機會分配的影響」，《台灣社會學》，(7)， 47-88。 https://doi.org/10.6676/TS.2004.7.47 Betts, J. R. (1995), “Does school quality matter? Evidence from the National Longitu- dinal Survey of Youth,” The Review of Economics and Statistics, 231-250. Blanden, J., Gregg, P., and Macmillan, L. (2007), “Accounting for intergenerational in- come persistence: noncognitive skills, ability and education,” The Economic Jour- nal, 117(519), C43-C60. Borghans, L., Duckworth, A. L., Heckman, J. J., and Ter Weel, B. (2008), “The eco- nomics and psychology of personality traits,” Journal of Human Resources, 43(4), 972-1059. Bowles, S., Gintis, H., and Osborne, M. (2001), “The determinants of earnings: A be- havioral approach,” Journal of Economic Literature, 39(4), 1137-1176. Brunello, G., Fort, M., and Weber, G. (2009), “Changes in compulsory schooling, edu- cation and the distribution of wages in Europe,” The Economic Journal, 119(536), 516-539. Bukodi, E., and Goldthorpe, J. H. (2018), “Social inequality and social mobility: is there an inverse relation?,” SocArXiv, doi, 10, 31235. Card, D., and Krueger, A. B. (1992), “Does school quality matter? Returns to education and the characteristics of public schools in the United States,” Journal of Political Economy, 100(1), 1-40. Chetty, R., Hendren, N., Kline, P., and Saez, E. (2014), “Where is the land of Oppor-tunity? The Geography of Intergenerational Mobility in the United States,” The Quarterly Journal of Economics, 129(4), 1553–1623. https://doi.org/10.1093/qje/qju022 Elhassan, A., Chafiq, N., Radid, M., and Talbi, M. (2023), “The Effect of Parental So- cial Status in Academia: Comparative Case of the Public/Private University in Mo- rocco,” International Journal of Engineering Pedagogy (iJEP), 13(3), 80-99. doi: 10.3991/ijep.v13i3.33973 Erikson, R., Goldthorpe, J. H., and Portocarero, L. (1979), “Intergenerational class mo- bility in three Western European societies: England, France and Sweden,” The British Journal of Sociology, 30(4), 415-441. Formby, J. P., Smith, W. J., and Zheng, B. (2004), “Mobility measurement, transition matrices and statistical inference,” Journal of Econometrics, 120(1), 181-205. Haveman, R., and Smeeding, T. (2006), “The role of higher education in social mobility,” The Future of children, 16(2), 125–150. https://doi.org/10.1353/foc.2006.0015 Heckman, J. J., and Kautz, T. (2012), “Hard evidence on soft skills,” Labour Economics, 19(4), 451-464. Heckman, J. J., Stixrud, J., and Urzua, S. (2006), “The effects of cognitive and noncog- nitive abilities on labor market outcomes and social behavior,” Journal of Labor Economics, 24(3), 411-482. Hendrickx, J. (2002), “ISCO: Stata module to recode 4 digit ISCO-68 occupational codes,” Retrieved from https://EconPapers.repec.org/RePEc:boc:bocode:s425801 Jacob, B. A. (2002), “Where the boys aren’t: Non-cognitive skills, returns to school and the gender gap in higher education,” Economics of Education Review, 21(6), 589-598. Lucas, S. R. (2001), “Effectively maintained inequality: Education transitions, track mobility, and social background effects,” American Journal of Sociology, 106(6), 1642-1690. Mare, R. D. (1979), “Social background composition and educational growth,” Demog- raphy, 16, 55-71. Mare, R. D. (1980), “Social background and school continuation decisions,” Journal of the American Statistical Association, 75, 295-305. Mare, R. D. (1981), “Change and stability in educational stratification,” American Soci- ological Review, 46, 72-87. Mincer, J. (1974), Schooling, Experience, and Earnings, Human Behavior & Social In- stitutions No. 2. Murnane, R., Willett, J. B., and Levy, F. (1995), “The growing importance of cognitive skills in wage determination.” Prais, S. J. (1955), “Measuring social mobility,” Journal of the Royal Statistical Society. Series A (General), 118(1), 56-66. Raftery, A. E., and Hout, M. (1993), “Maximally maintained inequality: Expansion, reform, and opportunity in Irish education, 1921-75,” Sociology of education, 41-62. Shorrocks, A. F. (1978), “The measurement of mobility,” Econometrica: Journal of the Econometric Society, 1013-1024. Trostel, P., Walker, I., and Woolley, P. (2002), “Estimates of the economic return to schooling for 28 countries,” Labour Economics, 9(1), 1-16. Trow, M. (1973), “Problems in the transition from elite to mass higher education.” Whitaker, D. G., and Pascarella, E. T. (1994), “Two-Year College Attendance and So- cioeconomic Attainment: Some Additional Evidence,” The Journal of Higher Ed- ucation, 65(2), 194–210. https://doi.org/10.2307/2943924 描述 碩士
國立政治大學
經濟學系
111258029資料來源 http://thesis.lib.nccu.edu.tw/record/#G0111258029 資料類型 thesis dc.contributor.advisor 莊奕琦 zh_TW dc.contributor.advisor Chuang, Yih-Chyi en_US dc.contributor.author (Authors) 吳沂霖 zh_TW dc.contributor.author (Authors) Wu, Yi-Ling en_US dc.creator (作者) 吳沂霖 zh_TW dc.creator (作者) Wu, Yi-Ling en_US dc.date (日期) 2024 en_US dc.date.accessioned 4-Sep-2024 14:39:24 (UTC+8) - dc.date.available 4-Sep-2024 14:39:24 (UTC+8) - dc.date.issued (上傳時間) 4-Sep-2024 14:39:24 (UTC+8) - dc.identifier (Other Identifiers) G0111258029 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153296 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 經濟學系 zh_TW dc.description (描述) 111258029 zh_TW dc.description.abstract (摘要) 本研究探討台灣現行高等教育下的教育不平等現象，特別聚焦於家庭社會 經濟地位(SES)對子女教育機會和所得的影響。本文利用台灣教育長期追蹤資 料庫(TEPS)及其後續調查(TEPS-B)的數據，採用跨代轉移矩陣、Ordered Logit 模型(OLM)以及 Logistic Model 進行分析。研究結果顯示，在台灣高等 教育普及的環境中，家庭社會經濟地位對子女的教育成就有顯著的影響，驗證了 極力維續不平等(MMI)和有效維續不平等(EMI)理論。具體而言，家庭社會 經濟地位較高的子女更可能獲得較高的教育程度，並傾向於選擇就讀資源較豐富 的公立大學。此外，本研究亦發現家庭社會經濟地位的優勢延續至子女的初職所 得，形成教育不平等對職業收入的不利影響。除此之外，本文更探討「家庭社會 經濟地位變數」與子女教育年數對於子女薪資的真實效果。本研究得出「家庭社 會經濟地位變數」與子女教育年數為「互補關係」，也就是對於子女薪資而言如 果將家庭社會經濟地位以及子女教育年數個別視為子女薪資的獨立變數進行估計 時，可能會得出低估的效果。 zh_TW dc.description.abstract (摘要) This study explores the phenomenon of educational inequality in Taiwan’s current higher education system, focusing on the impact of socioeconomic status (SES) on children’s educational opportunities and wages. Utilizing data from the Taiwan Education Panel Survey (TEPS) and its follow-up survey (TEPS-B), the study employs intergenerational transfer matrices, Ordered Logit Model (OLM), and Logistic Model for empirical estimation. The results reveal that in Taiwan’s widespread higher education environment, family socioeconomic status signifi- cantly affects children’s educational achievements, validating the theories of Max- imally Maintained Inequality (MMI) and Effectively Maintained Inequality (EMI). Specifically, children from higher socioeconomic status families are more likely to attain higher educational levels and tend to choose resource-rich public universi- ties. Additionally, the study finds that the advantages of family socioeconomic sta- tus extend to children’s initial wages, indicating the adverse impact of educational inequality on occupational earnings. Furthermore, this study explores the actual ef- fects of ”socioeconomic status variables” and children’s years of education on their wages. The research finds that ”family socioeconomic status variables” and chil- dren’s years of education have a ”complementary relationship.” This means that when estimating children’s wages, treating socioeconomic status and children’s years of education as independent variables may lead to underestimated effects. en_US dc.description.tableofcontents 1 緒論 1 1 1.1 研究背景與目的 1 1.2 研究架構 3 2 文獻回顧 4 2.1 家庭社會經濟地位與教育成就 4 2.2 社會流動與教育不平等 6 2.3 教育報酬 9 2.4 個體差異化:認知與非認知能力 11 3 資料來源與處理 12 3.1 資料來源與說明 12 3.2 變數選擇與處理 13 3.3 敘述統計 19 4 研究方法 21 4.1 跨代轉移矩陣 23 4.2 教育不平等 24 4.2.1 極力維續不平等理論 (Maximally Maintained Inequality, MMI) 25 4.2.2 有效維續不平等 (Effectively Maintained Inequality, EMI) 27 4.3 薪資方程式 28 5 估計結果 30 5.1 跨代轉移矩陣 30 5.2 教育不平等 34 5.2.1 極力維續不平等理論 (Maximally Maintained Inequality, MMI) 34 5.2.2 有效維續不平等 (Effectively Maintained Inequality, EMI) 39 5.3 薪資方程式 43 5.4 穩健性分析 50 6 結論與後續建議 52 參考文獻 54 zh_TW dc.format.extent 2701746 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0111258029 en_US dc.subject (關鍵詞) 家庭社會經濟地位 zh_TW dc.subject (關鍵詞) 高等教育 zh_TW dc.subject (關鍵詞) TEPS-B zh_TW dc.subject (關鍵詞) 極力維續不平等 zh_TW dc.subject (關鍵詞) 有效維續 不平等 zh_TW dc.subject (關鍵詞) Social-economic status en_US dc.subject (關鍵詞) Higher Education en_US dc.subject (關鍵詞) TEPS-B en_US dc.subject (關鍵詞) Maximally Main- tained Inequality en_US dc.subject (關鍵詞) Effectively Maintained Inequality en_US dc.title (題名) 社會流動與高等教育不平等：階級壟斷或能力補償 zh_TW dc.title (題名) Social Mobility and Higher Education Inequality: Class Monopoly or Ability Compensation en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 林大森 (2002)，「高中/高職的公立/私立分流對地位取得之影響」，《教育與心理研究》， 25， 35-62。 李敦仁與余民寧 (2005)，「社經地位，手足數目，家庭教育資源與教育成就結構關係模 式之驗證:以 TEPS 資料庫資料為例」，《台灣教育社會學研究》，5(2)， 1-47。 洪兆樂(2013)，「非認知技能內涵對國中生學習成就之影響」。國立臺灣師範大學，未出版，臺北市。 沈暉智與林明仁 (2019)，「論家戶所得與資產對子女教育之影響-以 1993-1995 出生世代及其父母稅務資料為例」，《經濟論文叢刊》，47(3)， 393-453。 https://doi.org/10.6277/TER.201909_47(3).0003 莊奕琦與陳晏羚 (2011)，「紈袴子弟與流氓教授: 台灣的教育與階級流動」，《人文及社 會科學集刊》，23(1)， 61-91. 張宜君與林宗弘 (2015)，「臺灣的高等教育擴張與階級複製: 混合效應維續的不平 等」，《臺灣教育社會學研究》，15(2)， 85-129。 張瀞云 (2013)，「台灣高等教育政策調整對社會公平面的影響」，《經濟論文叢刊》， 41(4)， 443-484。 駱明慶 (2002)，「誰是台大學生?-性別、省籍與城鄉差異」，《經濟論文叢刊》， 30(1)， 113-147。 https://doi.org/10.6277/ter.2002.301.5 駱明慶 (2018)，「誰是台大學生?(2001-2014)-多元入學的影響」，《經濟論文叢刊》， 46(1)， 47-95. 蔡淑鈴 (2004)，「高等教育的擴展對教育機會分配的影響」，《台灣社會學》，(7)， 47-88。 https://doi.org/10.6676/TS.2004.7.47 Betts, J. R. (1995), “Does school quality matter? Evidence from the National Longitu- dinal Survey of Youth,” The Review of Economics and Statistics, 231-250. Blanden, J., Gregg, P., and Macmillan, L. (2007), “Accounting for intergenerational in- come persistence: noncognitive skills, ability and education,” The Economic Jour- nal, 117(519), C43-C60. Borghans, L., Duckworth, A. L., Heckman, J. J., and Ter Weel, B. (2008), “The eco- nomics and psychology of personality traits,” Journal of Human Resources, 43(4), 972-1059. Bowles, S., Gintis, H., and Osborne, M. (2001), “The determinants of earnings: A be- havioral approach,” Journal of Economic Literature, 39(4), 1137-1176. Brunello, G., Fort, M., and Weber, G. (2009), “Changes in compulsory schooling, edu- cation and the distribution of wages in Europe,” The Economic Journal, 119(536), 516-539. Bukodi, E., and Goldthorpe, J. H. (2018), “Social inequality and social mobility: is there an inverse relation?,” SocArXiv, doi, 10, 31235. Card, D., and Krueger, A. B. (1992), “Does school quality matter? Returns to education and the characteristics of public schools in the United States,” Journal of Political Economy, 100(1), 1-40. Chetty, R., Hendren, N., Kline, P., and Saez, E. (2014), “Where is the land of Oppor-tunity? The Geography of Intergenerational Mobility in the United States,” The Quarterly Journal of Economics, 129(4), 1553–1623. https://doi.org/10.1093/qje/qju022 Elhassan, A., Chafiq, N., Radid, M., and Talbi, M. (2023), “The Effect of Parental So- cial Status in Academia: Comparative Case of the Public/Private University in Mo- rocco,” International Journal of Engineering Pedagogy (iJEP), 13(3), 80-99. doi: 10.3991/ijep.v13i3.33973 Erikson, R., Goldthorpe, J. H., and Portocarero, L. (1979), “Intergenerational class mo- bility in three Western European societies: England, France and Sweden,” The British Journal of Sociology, 30(4), 415-441. Formby, J. P., Smith, W. J., and Zheng, B. (2004), “Mobility measurement, transition matrices and statistical inference,” Journal of Econometrics, 120(1), 181-205. Haveman, R., and Smeeding, T. (2006), “The role of higher education in social mobility,” The Future of children, 16(2), 125–150. https://doi.org/10.1353/foc.2006.0015 Heckman, J. J., and Kautz, T. (2012), “Hard evidence on soft skills,” Labour Economics, 19(4), 451-464. Heckman, J. J., Stixrud, J., and Urzua, S. (2006), “The effects of cognitive and noncog- nitive abilities on labor market outcomes and social behavior,” Journal of Labor Economics, 24(3), 411-482. Hendrickx, J. (2002), “ISCO: Stata module to recode 4 digit ISCO-68 occupational codes,” Retrieved from https://EconPapers.repec.org/RePEc:boc:bocode:s425801 Jacob, B. A. (2002), “Where the boys aren’t: Non-cognitive skills, returns to school and the gender gap in higher education,” Economics of Education Review, 21(6), 589-598. Lucas, S. R. (2001), “Effectively maintained inequality: Education transitions, track mobility, and social background effects,” American Journal of Sociology, 106(6), 1642-1690. Mare, R. D. (1979), “Social background composition and educational growth,” Demog- raphy, 16, 55-71. Mare, R. D. (1980), “Social background and school continuation decisions,” Journal of the American Statistical Association, 75, 295-305. Mare, R. D. (1981), “Change and stability in educational stratification,” American Soci- ological Review, 46, 72-87. Mincer, J. (1974), Schooling, Experience, and Earnings, Human Behavior & Social In- stitutions No. 2. Murnane, R., Willett, J. B., and Levy, F. (1995), “The growing importance of cognitive skills in wage determination.” Prais, S. J. (1955), “Measuring social mobility,” Journal of the Royal Statistical Society. Series A (General), 118(1), 56-66. Raftery, A. E., and Hout, M. (1993), “Maximally maintained inequality: Expansion, reform, and opportunity in Irish education, 1921-75,” Sociology of education, 41-62. Shorrocks, A. F. (1978), “The measurement of mobility,” Econometrica: Journal of the Econometric Society, 1013-1024. Trostel, P., Walker, I., and Woolley, P. (2002), “Estimates of the economic return to schooling for 28 countries,” Labour Economics, 9(1), 1-16. Trow, M. (1973), “Problems in the transition from elite to mass higher education.” Whitaker, D. G., and Pascarella, E. T. (1994), “Two-Year College Attendance and So- cioeconomic Attainment: Some Additional Evidence,” The Journal of Higher Ed- ucation, 65(2), 194–210. https://doi.org/10.2307/2943924 zh_TW
