台湾族群别社会地位之变迁-主客观指标的分析

【外文题名】The Social Status Changes of Ethnic Groups in Taiwan: An Analysis on Subjective and Objective Indicators

【作者】 熊子维

【关键词】 族群 教育 主观社会地位 Ordered Probit 模型 Multinomial Probit模型

【外文关键词】 ethnic groups education subjective social status Ordered Probit model Multinomial Probit model

【导师姓名】谢文真

【学位名称】硕士

【学位年度】暂无

【学位授予单位】暂无

【所属分类】D0

【录入时间】2014-11-17

【全文挂接】 读秀挂接

【摘要】影響較大，抑或是族群有其「獨立效果」存在?不同族群在社會上職業取得的分佈，以及對於自己社會地位的主觀評價是否不同，都是本研究所關注的焦點。在研究方法上，本研究的樣本來自2008年台灣社會變遷基本調查第五期第四次問卷的資料庫，取25歲以上人口的樣本，主要用以下三種方法: (A)客觀法：以個人的教育程度為被解釋變數，用OLS模型觀察族群、父母親的教育程度等變數的影響。(B)主觀法：應用Ordered Probit模型分析族群、個人及父母親的教育程度等變數對個人主觀社會地位的影響。(C)客觀法：利用Multinomial Probit模型探討族群與職業之關係。本研究在社會主客觀分析的重要結論，分別敘述於下: 在客觀的受教育年數方面: (1)教育成就的性別差異，主要是在1960之前出生的世代較明顯；但在較晚出生的世代，女性的教育程度有超過男性的趨勢。(2)父母親的教育程度對於下一代的教育程度有顯著影響；尤其是父親的影響，雖其影響隨著世代變遷而減弱。(3)外省人對於教育程度的獨立正向效果，大多存在於九年國教實施之前；其後，此一正向效果逐漸消失直至幾乎被抵銷。 至於主觀社會地位方面: (1)主觀社會地位與自身教育程度有顯著的正相關，而與父母親的教育程度已無統計上的顯著關係。(2)就族群而言，客家人的主觀社會地位相對於閩南人顯著較高，且成為專業人士的機率較高；而外省人於近年來不論客觀的教育程度和主觀的社會地位都不如前，且成為雇主的機率較低。教育程度的模型估計結果與社會大眾的印象大致相同，但族群效果隨著世代變遷而減弱；至於主觀社會地位與職業的分析結果卻不同於一般傳統認知，因此現今社會已不宜再存有過多的刻版印象。...

【外文摘要】This paper intends to investigate the relation between ethnicity and social status. Can ethnicity be regarded as an inheritable "capital"? This issue has been very sensitive in Taiwan's political environment. Educational attainment is one of major usual indicators for social status which could be influenced by parents and/or by ethnicity is examined. Furthermore, this study explores the differences of subjective social status and occupational distribution among different ethnic groups. The data of this study are from Taiwan Social Change Survey 2008, Phase 5, Wave 4, only the samples with age 25 and above are included. Three econometric models are adopted: (A) Objective method: An OLS model is utilized to analyze how ethnicity and educational attainment of the respondents' parents influence the educational attainment of the respondents. (B) Subjective method: We use Ordered Probit model to analyze how ethnicity and educational attainment of the respondents and their parents influence the subjective social status of the respondents. (C) Objective method: The Multinomial Probit model is applied to analyze the relation between ethnicity and occupation. The major findings are as follows: For the analysis on educational attainment: (1) The difference of educational attainment between genders is significant mainly on the cohorts born before 1960. For the later cohorts, the educational attainment of females catchs up with that of males. (2) A person's educational attainment is significantly influenced by the parents’educational attainment, especially, by the father's. However, for the later cohorts, this effect becomes weaker. (3) Mainlanders have independent positive effects on educational attainment mainly before 1968 educational reforms. After the reforms, the positive effects of mainlanders die away until eliminated. As for a person's subjective social status which is positively correlated with his educational attainment but not significantly correlated with parents' educational attainment, the subjective social status of Hakka people is significantly higher compared to Minnan people, and Hakka People are more likely to become professions. In recent years, the educational attainment and subjective social status of Mainlanders are not as good as before, and Mainlanders are less probable to become business owners. The result of the analysis on educational attainment is in line with the conclusions of previous studies, although the ethnic effects become weaker for the later cohorts. However, the results of the analysis on subjective social status and occupation are inconsistent with people's expectations. Hence, the previous stereotype recognition should be re-evaluated....