本研究借重Pierre Bourdieu的文化資本概念，旨在探究不同階級、性別的小學生，從家庭所獲致的文化資本形式與內涵，這些文化資本，持續於學校場域裡，展現累積、區隔或排除之作用。
研究採取質性取向，分別在兩所不同階級組成的社區小學，各選取一個班級，其中一班以中上階級學生的組成居多，另一班則以勞工階級學生的組成為眾。研究者自2001年9月至2003年5月進行民族誌的研究，藉著參與觀察、小組訪談、意見調查、文件分析等策略，蒐集小學生之日常表現資料，並從兩班各選取幾位小學生的家長進行深度訪談，比較各家庭的文化資本之異，關連不同階級、性別的小學生於學校生活所表現之作為，並分析文化資本於其間所發揮的實際作用。
透過研究發現與綜合討論，獲得以下之結論：一、家庭是文化資本萌發孕育之源初場所，不同家庭的習性，對於子女的教養方式、學習準備、與居家休閒生活均有迥然的差異，影響子女蘊蓄之文化資本的型態與總量；二、小學生持有不同類型與總量的文化資本，在學校透過各類行動作為進行文化生產，其文化資本能於課堂學習、師生關係及同儕互動之場域裡，發生接合或區隔的作用，進而出現再製或抗拒的結果。最後，根據研究結論，研究者提出有關文化資本之後續研究之可行方向與建議。

This study uses Pierre Bourdieu’s cultural capital concept to explore how cultural capital, usually a major attribute of family, works on students of varied class backgrounds and different genders in primary schools.
Two schools are sampled for this study. One of them is from a middle class community, and the other from a working class neighborhood. During this nearly 2-year (from September 2001 to May 2003) study, qualitative methods such as participant observation, focus-group interview and document analysis are employed. Aiming at collecting genuine data to reveal the difference of cultural capital from families with varied backgrounds, some parents from each school are also invited to join in in-depth interviews.
In brief, the findings are as follows:
First of all, students accumulate cultural capital mostly and firstly at their respective families. Middle class and working class families differ greatly in how they bring up their children, how they prepare their children for school, and how they use their leisure time. Different states and amounts of cultural capital is made up herein.
Secondly, primary students, in possession of different cultural capital due to their family backgrounds, act accordingly in school. Through various practices, the ongoing process of cultural (re)production can be seen in their school life. Their cultural capital constitutes an inclusion/exclusion mechanism instituting cultural reproduction/resistance in classroom learning, teacher-student relations and peer interaction.
Finally, on the basis of the research findings listed above, suggestions for future studies are proposed.

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