本研究探討經濟弱勢家庭青少年，在面對生涯選擇與升學議題時，與父母期望產生落差的經驗、因應策略及其復原經歷。研究採質性研究方法，以立意抽樣進行選樣，透過半結構式深度訪談，訪問11位25歲以下、目前就讀大學三年級以上的經濟弱勢青少年。本研究結論與建議如下：
研究結論：一、經濟弱勢家庭父母，大多期望子女選擇穩定收入、風險低、投資報酬率高的職業路徑，如公務員、軍警護等，而青少年則傾向追求個人興趣及較高學歷；二、青少年在求學過程中面臨多重風險，包括教育資源不足、社會歧視、家庭責任等，但透過個人特質、家庭支持、師長協助及網路資源等保護因子，展現出韌性；三、在面對期望落差時，青少年採取與父母溝通協商、尋求教師支持、自我負責等策略以平衡個人與父母的期望；四、復原歷程呈現動態性，透過保護因子與風險因子的交互作用，青少年逐步實現自我目標；五、青少年普遍存在求助延宕的現象，但網路求助的出現，將可能舒緩此現象；六、此背景青少年，擁有較強大的信念與期盼，並透過自我鼓勵的方式，做出人生的重要抉擇；七、提供給弱勢家庭的優待政策執行過程中，教師可能引發了他們內心深處的矛盾和不安，使其質疑自己的成就是否真的源於個人的能力和努力，還是僅僅出自於對他們家庭背景的同情；八、青少年大多都有情緒與心理上的困擾，因其處境他們經常採取隱忍與內化方式應對，從而隱藏內心深層的情緒，並壓抑內心的掙扎。
研究建議：本研究針對經濟弱勢青少年的教育發展提出建議。首要建議為建立完善的求助機制，包括匿名救助平台與同儕支持計畫，以降低尋求協助的障礙。在學校層面，建議建立標準化的家庭背景調查流程。並建議簡化獎助學金申請流程，將概念從「救助」轉變為「投資」，並提供多元的學習支持。本研究同時強調建構支持性環境的重要性，建議採取長期陪伴模式，強化跨域支持網絡，確保弱勢學生在求學過程中獲得持續且全方位的協助，同時維護其尊嚴和自主性。

This study examines the experiences, coping strategies, and resilience of adolescents from economically disadvantaged families when facing career choices and educational decisions that differ from parental expectations. Using qualitative research methods and purposive sampling, the study conducted semi-structured in-depth interviews with 11 economically disadvantaged youth under 25 years old, currently in their third year or above in university. The conclusions and recommendations are as follows:
Research Conclusions:
1. Parents from economically disadvantaged families typically expect their children to choose career paths with stable income, low risk, and high return on investment, such as civil service, military, police, or nursing, while adolescents tend to pursue personal interests and higher education.
2. Adolescents face multiple risks during their education, including insufficient educational resources, social discrimination, and family responsibilities. However, they demonstrate resilience through personal characteristics, family support, teacher assistance, and online resources as protective factors.
3. When facing expectation gaps, adolescents adopt strategies such as parent-child communication, seeking teacher support, and self-responsibility to balance personal and parental expectations.
4. The recovery process is dynamic, with adolescents gradually achieving their goals through the interaction between protective and risk factors.
5. While adolescents generally show delayed help-seeking behavior, online assistance platforms may help alleviate this phenomenon.
6. These adolescents possess strong beliefs and aspirations, making important life decisions through self-encouragement.
7. During the implementation of preferential policies for disadvantaged families, teachers may trigger inner conflicts and insecurities, causing students to question whether their achievements stem from their abilities and efforts or merely from sympathy for their family background.
8. Most adolescents experience emotional and psychological distress, often responding through endurance and internalization, hiding deep emotions and suppressing inner struggles.
Research Recommendations:
This study proposes recommendations for the educational development of economically disadvantaged adolescents. The primary recommendation is to establish comprehensive assistance mechanisms, including anonymous support platforms and peer support programs to reduce barriers to seeking help. At the school level, it recommends establishing standardized family background survey procedures. It also suggests simplifying scholarship application processes, transforming the concept from "relief" to "investment," and providing diverse learning support. The study emphasizes the importance of building a supportive environment, recommending long-term accompaniment models and strengthening cross-domain support networks to ensure disadvantaged students receive continuous and comprehensive assistance while maintaining their dignity and autonomy.

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