大學擴張後，高等教育的窄門大開，不論身份背景，人人都有機會可以成為大學生，有些大學生相較父母看似擁有了更好的學歷，然而家庭背景卻在進入大學後仍然對學生產生影響。過往研究以「父母親教育程度不及大學」，定義第一代大學生（first-generation college students），認為他們是大學中特殊的群體，可能在校園中擁有不同於其他學生的經驗。以此為基礎，本研究意圖從教育擴張後大學生人口結構改變進一步思考第一代大學生的校園經驗。本研究關注的焦點有三個：第一個聚焦於學校類型，關心第一代大學生在一般大學與技職院校中的經驗差異；第二個聚焦於第一代大學生的定義，過往研究預設「父母親有唸大學」同時透過能力及經驗影響子女的大學學習經驗，本研究試圖以絕對教育成就與相對教育地位，區隔父母親大學學歷如何對經驗與能力的差異產生影響；第三個聚焦於第一代大學生在「校園經驗滿意度」以及「校園經驗」的不同，本研究企圖藉此呈現主觀感受與客觀經驗之間的不同。據此，本研究同時採用TEPS-B及TYP的樣本資料，分析大學生的就學經驗與升學意願，得到四個結論：第一，校園經驗上，第一代大學生為異質性群體，僅在技職院校中有顯著效果；第二，大學畢業後繼續升學研究所及博士班，第一代大學生存在整體的劣勢；第三，師長滿意度與認識師長數量存在主、客觀的落差；第四，絕對教育成就與相對教育地位可能劃分到類似組成的學生。在教育實務上，根據研究結論，本研究提出兩點建議，第一，關注技職院校第一代大學生在校園經驗的特殊性，建立相關制度支持，提升與師長互動機會；第二，繼續就讀研究所或博士班方面，學校端除了引導傳統第一代大學生，也須多加留意經驗上的第一代大學生。

The expansion of higher education has opened the door to younger generations, allowing more students, regardless of their background, to enter the university. Some students appear to have better educational credentials than their parents; However, despite the growing opportunities for higher education, family background continues to play a pivotal role in both campus experiences and educational aspirations. Previous research has defined first-generation college students as those "whose parents’ education level is below university," considering them a special group within universities who may have experiences different from other students. Building on this foundation, this study aims to revisit the campus experiences of first-generation college students by incorporating the context of changing student demographics derived from the educational expansion. There are three focus in this thesis: First, it examines school types between universities versus vocational institutions, exploring the differences in experiences. Second, it reconsiders the definition of first-generation college students. Third, it investigates differences between first-generation students' satisfaction with campus experiences and their actual campus experiences, highlighting the differences between subjective perceptions and objective experiences. Based on this framework, the study uses sample data from TEPS-B and TYP to analyze college students' educational experiences and educational aspirations, reaching four conclusions: First, regarding campus experiences, first-generation college students are a heterogeneous group, with significant effects only in vocational institutions. Second, first-generation college students face overall disadvantages in pursuing graduate and doctoral studies after completing undergraduate education. Third, there is a gap between subjective and objective measures, specifically between satisfaction with faculty and the number of faculty members students are acquainted with. Fourth, absolute educational achievement and relative educational position may identify similar student compositions. For educational practice, the study offers two recommendations: First, pay attention to the unique campus experiences of first-generation students in vocational institutions and establish support systems to enhance their interactions with faculty. Second, regarding continued education in graduate or doctoral programs, institutions should guide traditional first-generation college students while also paying attention to experiential first-generation college students.

呂宜臻（2009）。第一代及非第一代大學生的校園經驗、學習成果與教育抱負之研究［未出版之碩士論文］。國立臺灣師範大學。
國家發展委員會（2022）。大專校院學校數。https://www.ndc.gov.tw/Content_List.aspx?n=CD0C0A5FC08858C9
張宜君、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。
教育部統計處（2021）。大專院校概況統計。https://stats.moe.gov.tw/files/ebook/higher/110/110higher.pdf
莊淑惠（2011）。第一代及非第一代大學生個人因素、校園經驗與學習成果模式研究［未出版之碩士論文］。國立臺灣師範大學。
黃雅容（2008）。臺灣第一代大學生的背景和特質：臺灣和美國的發現一樣嗎？師大學報：教育類，53（2），111-130。
劉若蘭、林大森（2012）。家中第一代大學生的就學經驗、學習成果與畢業流向：與非第一代相比。教育實踐與研究，25（2），97-130。
蔡逸彬（2018）。第一代大學生的學前特徵、大學經歷與學習成果［未出版之碩士論文］。國立中央大學。
謝宇修（2020）。向上流動卻逐步遠離？：菁英文組第一代大學生的親子關係衝突［未出版之碩士論文］。國立臺灣大學。
楊碧川（1996）。臺灣現代史年表。一橋出版社。
潘扶德（2015）。政府遷臺初期高等教育的擴展與評述：1950至1959年。學校行政，（95），46-60。
李信興（2010）。暴雨來襲，小心高教土石流－我國高等教育擴張政策之評析與省思。學校行政，（70），190-206。
張鈿富（2004）。臺灣高等教育擴張與衍生的問題。師友月刊，446，0-3。
楊瑩（2014）。我國高等教育受教機會公平性之探討。載於教改20年編輯小組（編），教改20年：回顧與前瞻（頁247-284）。學富。
伊慶春（2021）。臺灣青少年成長歷程研究：國三樣本（J3）第七波，青少年問卷 （公共版）［C00250_2］。中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi.org/10.6141/TW-SRDA-C00250_2-3
伊慶春（2013）。臺灣青少年成長歷程研究：國三樣本（J3）第七波，家長問卷（公共版）［C00250_3］。中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi.org/10.6141/TW-SRDA-C00250_3-1
伊慶春（2019）。臺灣青少年成長歷程研究：TYP2014調查（成人合併樣本第二波）（公共版）［D00171］。中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi.org/10.6141/TW-SRDA-D00171-1
張苙雲（2021）。臺灣教育長期追蹤資料庫：第三波（2005）高中職五專家長問卷資料［C00175_D］。中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi.org/10.6141/TW-SRDA-C00175_D-2
張苙雲（2021）。臺灣教育長期追蹤資料庫：第一波（2001）高中職五專家長問卷資料［C00124_G］。中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi.org/10.6141/TW-SRDA-C00124_G-2
張苙雲（2021）。臺灣教育長期追蹤資料庫：第四波（2007）高中職五專學生問卷資料［C00189_A］。中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi.org/10.6141/TW-SRDA-C00189_A-2
關秉寅（2021）。臺灣教育長期追蹤資料庫後續調查：教育與勞力市場的連結-2001/2003年國中學生樣本2014年調查（公共版）［E10259_3］。中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi.org/10.6141/TW-SRDA-E10259_3-3
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。
林俊瑩、黃毅志（2008）。影響臺灣地區學生學業成就的可能機制：結構方程模式的探究。臺灣教育社會學研究，8（1），45-88。
黃毅志、陳怡靖（2005）。臺灣的升學問題：理論與研究之檢討。臺灣教育社會學研究，5（1），77-118。
Aries, E., & Seider, M. (2005). The interactive relationship between class identity and the college experience: The case of lower income students. Qualitative Sociology, 28(4), 419-443.
Astin, A. (1993). What matters in college. Jossey-Bass.
Berkner, L., Horn, L., & Clune, M. (2000). Descriptive summary of 1995-96 beginning postsecondary students: Three years later, with an essay on students who started at less-than-4-year institutions (NCES 2000-188). U.S. Government Printing Office.
Bills, D. (2000). Credentials, signals, and screens: Explaining the relationship between schooling and job assignment [Unpublished manuscript]. University of Iowa.
Billson, J., & Terry, B. (1982). In search of the silken purse: Factors in attrition among first-generation students. College and University, 58, 57-75.
Blau, P. M., & Duncan, O. D. (1967). The American occupation structure. Wiley.
Bol, T. (2015). Has education become more positional? Educational expansion and labour market outcomes 1985–2007. Acta Sociologica, 58, 105–120.
Boudon, R. (1974). Education, opportunity, and social inequality. Changing prospects in Western society. Wiley.
Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Harvard University Press.
Brown, H. E., & Burkhardt, R. L. (1999). Predicting student success: The relative of ethnicity, income, and parental education [Paper presentation]. 39th annual forum of the Association for Institutional Research, Seattle, WA.
Bukodi, E., & Goldthorpe, J. H. (2016). Educational attainment-relative or absolute as a mediator of intergenerational class mobility in Britain. Research in Social Stratification and Mobility, 43, 5-15.
Castillo-Montoya, M. (2017). Deepening understanding of prior knowledge: What diverse first-generation college students in the U.S. can teach us. Teaching in Higher Education, 22(5), 587–603.
Chen, X. (2005). First-generation students in postsecondary education: A look at their college transcripts (NCES 2005-171). U.S. Government Printing Office.
Chen, X., & Carroll, C. D. (2005). First-generation students in postsecondary education: A look at their college transcripts. Postsecondary Education Descriptive Analysis Report (NCES 2005-171). National Center for Education Statistics, U.S. Department of Education.
Choy, S. (2000). Debt burden four years after college (NCES 2000-188). National Center for Education Statistics, U.S. Government Printing Office.
Di Stasio, V., Bol, T., & Van de Werfhorst, H. G. (2016). What makes education positional? Institutions, overeducation and the competition for jobs. Research in Social Stratification and Mobility, 43, 53-63.
Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Pell Institute for the Study of Opportunity in Higher Education.
Filkins, J. W., & Doyle, S. K. (2002). First generation and low income students: Using the NSSE data to study effective educational practices and students’ self-reported gains [Paper presentation]. Annual Forum of the Association for Institutional Research, Toronto, Canada.
Fujihara, S., & Ishida, H. (2016). The absolute and relative values of education and the inequality of educational opportunity: Trends in access to education in postwar Japan. Research in Social Stratification and Mobility, 43, 25-37.
Hirsch, F. (1977). The social limits to growth. Routledge & Kegan Paul Ltd.
Horn, L., & Nuñez, A. M. (2000). Mapping the road to college: First-generation students' math track, planning strategies, and context of support. Diane Publishing.
Hsiao, K. P. (1992). First-generation college students. ERIC Digest.
Ivemark, B., & Ambrose, A. (2021). Habitus adaptation and first-generation university students’ adjustment to higher education: A life course perspective. Sociology of Education, 94(3), 191–207.
Ives, J., & Castillo-Montoya, M. (2020). First-generation college students as academic learners: A systematic review. Review of Educational Research, 90(2), 139-178.
Jackson, M. C., Galvez, G., Landa, I., Buonora, P., & Thoman, D. B. (2016). Science that matters: The importance of a cultural connection in underrepresented students’ science pursuit. CBE—Life Sciences Education, 15(42), 1–12. https://doi.org/10.1187/cbe.16-01-0067
Lee, E. M., & Kramer, R. (2013). Out with the old, in with the new? Habitus and social mobility at selective colleges. Sociology of Education, 86(1), 18–35.
Lehmann, W. (2014). Habitus transformation and hidden injuries: Successful working-class university students. Sociology of Education, 87(1), 1–15.
Lohfink, M. M., & Paulsen, M. B. (2005). Comparing the determinants of persistence for first-generation and continuing-generation students. Journal of College Student Development, 46(4), 409-428.
London, H. B. (1992). Breaking away: A study of first-generation college students and their families. American Journal of Education, 97(1), 144-170.
Mau, W. C. (2019). Equity of access and school experience of first-generation, low-income college students in Taiwan. In R. S. Shwery & D. H. Reid (Eds.), Education at the intersection of globalization and technology (pp. 63–79). Nova Science Publishers.
Nomi, T. (2005). Faces of the future: A portrait of first-generation community college students. American Association of Community College.
Nunez, A. M., & Cuccaro-Alamin, S. (1998). First-Generation Students: Undergraduates Whose Parents Never Enrolled in Postsecondary Education. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports. https://nces.ed.gov/pubs98/98082.pdf
Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation college students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75(3), 249-284.
Pascarella, E., & Terenzini, P. (1991). How college affects students: Findings and insights from twenty years of research. Jossey-Bass.
Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2003). Experiences and outcomes of first-generation students in community colleges. Journal of College Student Development, 44(3), 420-429.
Pike, G. R., & Kuh, G. D. (2005). First-and second-generation college students: A comparison of their engagement and intellectual development. The Journal of Higher Education, 76(3), 276-300.
Reay, D., Crozier, G., & Clayton, J. (2009). “Strangers in paradise”? Working-class students in elite universities. Sociology, 43(6), 1103–1121.
Redford, J., & Hoyer, K. M. (2017). First-generation and continuing-generation college students: A comparison of high school and postsecondary experiences (NCES 2018-009). U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/pubs2018/2018009.pdf
Richardson Jr, R. C., & Skinner, E. F. (1992). Helping first-generation minority students achieve degrees. New Directions for Community Colleges, 80, 29-43.
Riehl, R. J. (1994). The academic preparation, aspirations, and first-year performance of first-generation students. College and University, 70, 14–19.
Rodini, A. C., Richards, B. N., & Simon, N. P. (Eds.). (2018). Clearing the path for first-generation college students: Qualitative and intersectional studies of educational mobility. Lexington Books.
Rotman, A., Shavit, Y., & Shalev, M. (2016). Nominal and positional perspectives on educational stratification in Israel. Research in Social Stratification and Mobility, 43, 17-24.
Sewell, W. H., Haller, A. O., & Ohlendorf, G. W. (1970). The educational and early occupational attainment process: Replication and revision. American Sociological Review, 35(6), 1014-1027.
Shavit, Y., & Park, H. (2016). Introduction to the special issue: Education as a positional good. Research in Social Stratification and Mobility, 43(1), 1-5.
Smith, J. M., & Lucena, J. C. (2016). Invisible innovators: How low-income, first-generation students use their funds of knowledge to belong in engineering. Engineering Studies, 8(1), 1–26.
Tam, T. (2016). Academic achievement as status competition: Intergenerational transmission of positional advantage among Taiwanese and American students. Chinese Journal of Sociology, 2(2), 171-193.
Teachman, D. J. (1987). Family background, education resources, and educational attainment. American Sociological Review, 52(4), 548-557.
Terenzini, P. T., Springer, L., Yaeger, P. M., Pascarella, E. T., & Nora, A. (1996). First-generation college students: Characteristics, experiences, and cognitive development. Research in Higher Education, 37(1), 1-22.
Thurow, L. C. (1975). Generating inequality: Mechanisms of distribution in the U.S. economy. Macmillan Press.
Treiman, D. J. (1970). Industrialization and social stratification. Sociological Inquiry, 40(2), 207-234.
Triventi, M., Panichella, N., Ballarino, G., Barone, C., & Bernardi, F. (2016). Education as a positional good: Implications for social inequalities in educational attainment in Italy. Research in Social Stratification and Mobility, 43, 39-52.
Trow, M. (1973). Problems in the transition from elite to mass higher education. In Organisation for Economic Co-operation and Development [OECD] (Ed.), Policies for higher education: A general report (pp. 51–101). OECD.
U.S. Department of Education. (2016). Fast facts report for the student support services program. https://www2.ed.gov/programs/triostudsupp/sss-fastfacts2016.pdf
Warburton, E., Bugarin, R., & Nunez, A. (2001). Bridging the gap: Academic preparation and postsecondary success of first-generation students (NCES 2001-153). National Center for Education Statistics, U.S. Government Printing Office.
Wilson, R. E., & Kittleson, J. (2013). Science as a classed and gendered endeavor: Persistence of two white female first-generation college students within an undergraduate science context. Journal of Research in Science Teaching, 50(7), 802–825.