結構與行動之間：從國中生的文憑意象看階級的教育作用
摘要
結構、行動的問題對於教育社會學，至為重要，如教育研究者不知二者之關係，恐難釐清教育之體用。在這個問題上，A. Giddens的結構行動論、P. Bourdieu的習性論與M. Archer的型態生成說，頗有建樹。本研究以三人之學說為理論架構，分析國中生的文憑意象，著眼階級的教育作用。
　　研究者擇定一國中七年級班級，進行田野工作，自2006年11月至2008年2月，共15個月觀察、訪談，間有問卷、文件分析，並試圖以研究與理論對話，主要的發現如下：
壹、 從研究回饋理論：
一、 由於媒體的傳播，主體對結構的認識力提高。
二、 主體對結構的認識是一回事，對它的評價則受階級、性別等因素影響。
三、 即便主體的認識力提高，能動力仍因社會階級有別。
四、 主體的行動多在複製結構。
貳、 由理論解釋發現：
一、 關於外邊社會，學生的文憑意象趨同，包括文憑膨脹、貶值、教育階層化與職業階層化符應、資本之間轉兌、修正等等，學生皆有所知。
二、 回到本身，學生的文憑意象產生差異，大致可分為五個類屬：（一）有文憑=好工作／有文憑=有工作。（二）沒文憑≠沒工作／有文憑≠沒工作。（三）好文憑=好名聲。（四）文憑=嫁妝。（五）不知文憑價值。
三、 文憑意象之所以差異，是受階級、性別、成績三者影響。
四、 從文憑意象的同與異之間，可以看到不同階級的認知路徑。中產階級強調擁有、期許自己、為自己，非中產階級從匱乏、警惕自己、為父母出發。某些中產階級學生不知文憑價值，是因為沒必要知道，非中產階級學生則是因為知道也沒有用。
五、 認知路徑也有性別差異。大抵，女生愛面子，男生要工作，而中產階級女生視文憑為成就，非中產階級女生把它當作嫁妝。
六、 認知路徑也受成績影響。成績不好的學生，有的是不想要文憑，有的是要不起。而中產階級，無論成績好壞，都相信文憑有用，非中產階級若成績不好，則容易懷疑文憑價值。
七、 綜合上述，階級的作用不只貫穿性別、成績，更深化為主體看待事物的方式。

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