| Summary: | 碩士 === 國立聯合大學 === 經濟與社會研究所 === 100 === People started to put high emphasis on the importance of the relationship between family and the individual ever since the Coleman Report came out in 1966.
I am an English teacher of a remote Hakka area in Miaoli, and for so many years, I’ve found that with every disadvantage of a remote area, students show low motivation and achievement in English learning in this remote area, and these all finally result in accelerating their giving up . In this paper, I try to use the concept of family educational capital to explore the relationship between students’ family and school achievement in English. Family educational capital, in my paper, is formed with Bourdieu’s cultural capital, Coleman’s social capital, financial capital, and Teachman’s concept of “educational resources”. By using the concept of educational capital, I adapt the questionaire from 6 researchers’ papers and design the outline of my interview to get more specific and useful data at the same time. My research field is mainly in the Hakka area in Miaoli County, sampling method is stratified random sampling, the samples include 669 8-grade students that come from each public junior high school in Miaoli. The research tools are《Questionire of Family Educational Capital in Junior High School Students》, 《Interview Outline of Family Educational Capital and School Achievement in English in Junior High School Students》, students’ average t- score in English in school, and the software which is used for analyzing the data- SPSS(version 18.0), Analysis methods of the data include T-test, One-way anova, Pearson's correlation coefficient, Multiple hierarchical regression analysis, etc. My contribution lies in presenting the state of students’ family educational capital and school achievement in English in Miaoli , and realizing the correlation between them. My findings are listed below：
1. Students’ family educational capital and the school achievement in English in Miaoli Hakka area is
about in the middle leval. Cultural capital seems not that sufficient.
2. Students’ different individual backgrounds affect family educational capital and their school
achievement in English. Different school position(general area vs. remote area) affects only the
possession of family educational capital rather than their school achievement in English.
3. Mainlanders have more family cultural capital than those coming from different provincial origins
especially the aborigines, Hakka people show no significant difference in family cultural capital.
Concerning about school achievement in English, all background factors cause the differences besides
school position (general area vs. remote area) and students’ provincial origins.
4. The whole family educational capital has significant positive correlation towards school achievement
in English. Family cultural capital has the highest significant influence, then the social capital,
and finally the financial capital. ”Parents offering money and appliances for learning”
and ”students have to work to help making money for their family” are the most important variables.
5. The study suggests that school position(general area vs. remote area) shows low influence on
students’ school achievement in English. Family educational capital, in reality, is the crutial
variable, and is what we should put higher emphasis on .
Key words：family educational capital, cultural capital, social capital, school achievement,
remote areas, Hakka areas
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