社會階層(social stratification)一向是社會學界的中心議題，也是社會學家在瞭解社會不平等所使用的重要概念，更是市民社會裡在政策辯論時的爭議焦點。在現代社會裡，貧富差距、階級藩籬、性別差異與族群分歧往往透過個人不同身分或所屬群體而出現團體間有不平等的現象，更具體的說，在各種社會生活的場域裡，如嫁娶、擇屋、工作及升遷、教育及醫療資源的取得、收入、休閒型態上均可見不平等的現象。
一般而言，現代社會界定層級的主要標準有收入、財富、職業、種族、與性別，在階層體制裡位階的高低通常代表財富的大小、階級的異同、地位的高低、權力的多寡與文化的差別。而社會流動是社會階層化的動態面，也是創造、改變、及穩定階層結構的過程。人們的社會階層地位發生改變的現象，其流量大小常被視為社會開放程度的指標。
運用階級結構的概念來解釋社會行動與各種支配、從屬關係，一直是社會學研究的主要取向之一。社會學家關注社會階層化必然存在的嗎？有功用嗎？如何產生？對社會有什麼影響？本課程的主要目的是介紹與討論社會階層與流動的理論與研究，我們將就階層體制的種類、社會階層的理論、社會流動的模式與台灣的社會階層等議題進行討論。首先介紹階層化的結構與形式、古典及現代階層化理論的源流、以及階級結構之分析。進而從教育體制、文化、社會資本及族群與性別的區隔來探討造成社會不平等的原因。Social strategy has always been the central topic of the social community, and it is also an important concept used by socialists to understand social inequality, and it is also the focus of disputes among citizens' societies in policy discussions. In modern society, the gap between the rich, the level of the vassal, the gender difference and the ethnic differences often appear inequality in groups through different personal identities or groups. More specifically, in various social life areas, such as marriage, housekeeping, work and promotion, education and medical resources acquisition, income and leisure.
Generally speaking, the main standards for modern society to define the level are income, wealth, career, race, and gender. The level of the level in the level usually represents the size of the wealth, the difference in level, the level of status, the amount of power and the difference in culture. Social mobility is the dynamic aspect of social-level development, and it is also a process of creating, changing, and stable layer structure. People's social level status changes, and their traffic is often regarded as an indicator of the degree of social openness.
Using the concept of a level structure to explain social actions and various dominance and relationships has always been one of the main orientations of social research. Does socialists pay attention to socialization necessarily exist? Is it useful? How does it occur? What impact does it have on society? The main purpose of this course is to introduce and discuss the theory and research of social-level and flow. We will discuss the types of hierarchical systems, social-level theories, social-level mobility models and social-level social-level issues in Taiwan. First, we introduce the structure and form of hierarchical layering, the origin and flow of classical and modern hierarchical theory, and the analysis of hierarchical structures. In turn, the causes of social inequality are explored from the gap between education system, culture, social capital, ethnic and gender.
參考讀物：
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吳乃德，1997，”檳榔和拖鞋、西裝及皮鞋:臺灣階級流動的族群差異及其原因”，台灣社會學研究 1:137-167。
謝國雄，1997，純勞動，台北：中研院社會所。第2章pp.39-79。
柯志明，1993，台灣都市小型製造業的創業、經營與生產組織：以五分埔成衣製造業為案例的分析。中研院民族所。
托瑪．皮凱提；詹文碩 譯，2014，二十一世紀資本論，台北：衛城出版。
Reference reading:
Giddens, A.; Summer and Beautiful Translation, 1994, Capitalism and Modern Social Theory: Marx Turrgan Vaber. Taipei: Far-flow Publishing.
Matras, J.; Li Minglu, 1990, Social inequality: Socialization and Mobility, Taipei: Laurel. Chapter 2 Pp.47-66.
Editor of Xinhuang, 1989, changing the middle-level level of the Taiwan society in China, Taipei: Juliu.
Cai Mingzhang, 1996, Taiwan’s conscience: Lower-level structural analysis. Taipei: The giant stream.
Chen Dongsheng, 1995, a city with financial power. Taipei: The giant stream.
Wang Zhenhuan, 1996, who ruled Taiwan. Taipei: The giant stream.
Cai Shu-ling, 2001, “The relationship between language use and professional level: comparing the ethnic differences between Taiwanese men”. Taiwan Social Studies 1:1-44.
Xu Jiayou, 1994, Collection of essays on comparing hierarchical structure and hierarchical consciousness. Taipei: Institute of Europe and America, China Research Institute.
Lin Nan, 1997, “The growth of institutional and cultural capital: An analysis of socialization and social mobility in Taiwan”. Included in Zhang Fengyun, Yuxia, edited by Wang Fuchang, Taiwan Society in the 1990s, page 103-145. Taipei: Institute of Social Sciences, China Academy of Sciences.
Blau, Peter M., and Otis D. Duncan. 1967. The American Occupational Structure. New York: Wiley. pp. 163-77, 199-205.
Xue Chengtai, 1995, "Research on Taiwan's status: Review and Foresight", included in Zhang Yinghua, Fu Yangzhi, and Qu Haiyuan, Taiwan Social Survey and Analysis. Taipei: Institute of Ethnic Affairs, China Academy of Research and Development.
Goldthorpe, John H. 1980, Social Mobility and Class Structure in Modern Britain. Oxford: Clarendon Press, ch.1.
Goldthorpe, John H. 2000. "Outline a Theory of Social Mobility." Pp. 230-258 in On Sociology: Numbers, Narratives, and the Integration of Research and Theory, edited by J. H. Goldthorpe. Oxford: Oxford University Press.
Tsai, Reuy Ming. 1997. "Leaving the Farmland: Class Structure Transformation and Social Mobility in Taiwan." Taiwan Society in the 1990s: Basic Survey and Research Series 2 (Part 1).
Huang Yizhi, 1992, "The relationship between structure change and status acquisition: taking educational expansion as an example." Chinese Social Journal, 16, 89-105.
Granovetter, Mark S. 1973. "The Strength of Weak Ties: A Network Theory Revisited." Pp.105-130 in Social Structure and Network Analysis, edited by M. Peter and N. Lin. Beverly Hills: Sage Publications.
Lin Nan; Lin Yousheng, Ye Xinyi, 2005, Social Capital, Taipei: Hongzhi.
Kui Mingqing, 2002, "Who is a student at NTU? The difference between gender, provincial and urban areas." Economic Journal, 30:113-147.
Chen Jianzhou, Liu Zheng, 2004, "On the equality of educational opportunities in diversified admission programs". Journal of Educational Research, 50 (4), 115-146.
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Ke Zhiming, 1993, Taiwan’s urban small manufacturing industry, business and production organization: an analysis of Wufenpu ready-to-wear manufacturing industry as a case study. Institute of Ethnic Affairs, China Academy of Sciences.
Toma. Pi Keti; Zhan Wenshui, 2014, 21st Century Capital Discussion, Taipei: Huacheng Publishing.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂引言與三次作業課堂引言與三次作業 Class Introduction and Three Actions |
60 | 課堂引言與三次作業各佔15％ |
| 期末報告期末報告 Final report |
40 |
