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1 TSSCI ext jliu@thu.edu.tw

2 1

3 The Transition, Effect, and Stratification of Cram Schooling in Taiwan Jeng Liu Associate Professor Department of Sociology, Tung-hai University ABSTRACT In this paper, I start by illustrating the development and transition of cram schools in Taiwan, and demonstrate the important changes on institutional factors, policies, and legitimacy of cram schools. Next, I use junior high school student samples collected by Taiwan Education Panel Survey in 2001 to investigate the net effect of cram schooling on student s analytical ability and mathematical performance and to test the hypotheses that the opportunity of cram school participation reflects the patterns of stratification by gender and family backgrounds. According to my empirical results, first of all, cram schooling does matter: attending cram schools has significantly positive effect on a student s academic performance, for both general analytical ability and mathematical comprehension. Secondly, cram school participation is so widespread in Taiwan and it does not reflect specific patterns of social stratification: the opportunity of going to cram school for a boy student is not significantly different from that of a girl; the effects of family backgrounds on students cram school participation are not as critical as they were before. Key Words: Cram Schooling, Cultural Capital, Educational Stratification, Taiwan Education Panel Survey 2

Next, I use junior high school student samples collected by Taiwan Education Panel Survey in 2001 to investigate the net effect of cram schooling on student s analytical ability and mathematical

5 1986 Katsillis & Rubinson, 1990; Teachman, 1987; Teachman & Paasch, 1998 DeGraaf, 1986; Ho & Willms, 1996; Kuo & Hauser, 1995; Pallas et al., TEPS

6 Tam & Hsu,

7 % Bourdieu Bourdieu, 1977; Bourdieu & Passeron, , ,319 6

8 Collins1979 culture currency Collins Bourdieu Aschaffenburg & Mass, 1997; Dumais, 2002; Isserles & Dalmage, 2000; Kalmijn & Kraaykamp, 1996 Teachman, 1987; Teachman & Paasch,

9 Pinguet, 1993 Passin, 1982 Kobayashi, 1976 Ishida et al., 1997; Sakamoto & Powers, 1995 Rosenbaum & Kariya, 1991 Passin, 1982; Miyahara, 1988 Iga, 1981 Schumer, 1999; Stevenson & Baker,

10 Liu Sakamoto Ishida et al.,

13 , , ,

14 ~

15 Taiwan Education Panel Survey TEPS multistage stratified sampling TEPS TEPS dependent variable IRT 8 independent variable 1 8 Item Response Theory, IRT

16 (1) IRT i K = α + β k= 1 k X ki + ε 1 IRT i (1) α intercept β k k X ki ε i 1 TEPS IRT ~5 5~10 10~15 15~

17 logistic regression (2) K P ln = α + β k X P ki (2) 1 k =

374 0.48 0.016 0.13 0.559 0.50 0.021 0.14 0.509 0.50 0.080 0.27 0.064 0.25 0.108 0.31 0.036 0.19 0.405 0.49 0.

18 z ~ ~ ~ R-square

7 10~15 8.8 15 4.8 5.85 4.32 42.9 3.4 10.1 2.

19 3 b beta b beta * * 0.067* * * * ~ * * ~ ~ * ~ * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * R-square * p <

154* 0.044 0.135* 0.041 0.166* 0.055 0.162* 0.056 0.112 0.022 0.102 0.021 0.171* 0.076 0.169* 0.078 0.127* 0.055 0.139* 0.063 0.057 0.028 0.058 0.030 --- --- 0.201* 0.103 0.192* 0.104 0.313* 0.166 0.

20 3 R-square Sorensen, T (1) 2 IRT IRT i = α + β1 T + β 2T +... T β + T 0 T = *0.004T = 0 1 2β 2 T 19

9 9 T (1) 2 IRT IRT i = α + β1 T + β 2T +.

21 20 (2)

22 4 / ~ ~ * 0.164* 0.181* 10~ * 0.219* ~ * 0.207* 0.226* 0.496* 0.468* 0.527* 0.476* 0.393* 0.576* * 0.782* * 0.666* * 0.700* * * 0.787* 0.525* 0.638* 0.753* 0.524* 0.559* 0.682* 0.433* * 0.303* * * * * * * * * * * * * * * * * 0.163* 0.265* -2 Loglikelihood * p <

24 (1163.5) (1131.0) (1136.8) (1155.5) (1138.1) (1166.6) (1139.6) (1231.7) (1211.4) (1218.3) (1214.6) (1247.5) (1198.6) (1217.6) one way ANOVA F 0.681p F 1.648p t , Pearson Correlation Coefficent

25 %

27 NSC H

28 1 b beta b * * beta 0.116* * * * R-square * p < Chi-square 27

29 (2) AB09

30 (10) TEPS /

31 Aschaffenburg, K. & Maas, I. (1997). Cultural and educational careers: The dynamics of social reproduction. American Sociological Review, 62, Bourdieu, P. & Passeron, J. C. (1977). Reproduction in education, society, and culture. London: Sage. Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. Cambridge, MA: Harvard University Press. Collins, R. (1979). The credential society. New York: Academic Press. DeGraaf, P. M. (1986). The impact of financial and cultural resources on educational attainment in the Netherlands. Sociology of Education, 59, Dumais, S. A. (2002). Cultural capital, gender, and school success: The role of habitus. Sociology of Education, 75, Ho, S. E. & Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69, Iga, M. (1981). Suicide of Japanese youth. Suicide and Life Threatening Behavior, 11, Ishida, H., Spilerman, S. & Su, K. (1997). Educational credentials and promotion chances in Japanese and American organizations. American Sociological Review, 62, Isserles, R. & Dalmage, H. (2000). Cultural capital as rules and resistance: Bringing it home in the introductory classroom. Teaching Sociology, 28, Kalmijn, M. & Kraaykamp, G. (1996). Race, cultural capital, and schooling: An analysis of trends in the United States. Sociology of Education, 69, Katsillis, J. & Rubinson, R. (1990). Cultural capital, student achievement, and educational reproduction: The case of Greece. American Sociological Review, 55, Kobayashi, T. (1976). Society, schools, and progress in Japan. New York: Pergamon Press Inc. Kuo, H. D. & Hauser, R. M. (1995). Trends in family effects on the education of black and white brothers. Sociology of Education, 68,

32 Liu, J. & Sakamoto, A. (2002). The role of schooling in Taiwan s labor market: Human capital, screening, or credentialism? Taiwanese Journal of Sociology, 29, Miyahara, K. (1988). Inter-college stratification: The case of male college graduates in Japan. Sociological Forum, 3, Pallas, A. M., Entwisle, D. R., Alexander, K. L. & Cadigan, D. (1987). Children who do exceptionally well in first grade. Sociology of Education, 60, Passin, H. (1982). Society and education in Japan. Kodansha International. Pinguet, M. (1993). Voluntary death in Japan. Cambridge: Polity Press. Rosenbaum, J. E. & Kariya, K. (1991). Do school achievements affect the early jobs of high school graduates in the United States and Japan? Sociology of Education, 64, Sakamoto, A. & Powers, D. A. (1995). Education and the dual labor market for Japanese men. American Sociological Review, 60, Schumer, G. (1999). Mathematics education in Japan. Journal of Curriculum Studies, 31, Sorensen, A. B. (1975). Growth in occupational achievement: Social mobility or investment in human capital. In K. C. Land & S. Spilerman (Eds), Social indicator models (pp ). New York: Russell Sage Foundation. Stevenson, D. L. & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97, Tam, H. & Hsu, H. (2002). The effect of cram schools in the eyes of junior high students in Taiwan. Paper presented at the Conference on Social Structure and Social Changes. December 19, Taipei: Institute of European and American Studies, Academia Sinica. Teachman, J. D. (1987). Family background, educational resources, and educational attainment. American Sociological Review, 52, Teachman, J. D. & Paasch, K. (1998). The family and educational aspirations. Journal of Marriage and the Family, 60,

補習教育的流變、功能與階層化

補習教育的流變、功能與階層化此篇文章僅提供 2006 年台灣社會學會年會會議使用, 若需引用請徵得作者的同意臺灣補習教育的變遷效能與階層化劉正東海大學社會系副教授 E-mail: jliu@thu.edu.tw 本文將於 11/25/2006 在臺灣社會學會年會發表作者感謝國科