摘要：究竟臺灣高教特殊選才的篩選機制如何超越升學主義又導致何種效應？自104學年教育部推行高教特殊選才試辦計畫，鼓勵大學適性揚才。第一、透過「新創入學管道」和「不同選才標準」的雙重策略，使具有特殊才能、經歷或成就的學生，毋須學測成績就能透過特定表現被拔擢入學。特殊選才自107學年更納入正式招生管道，佔全國招生名額1.5%，招收在現行採取分數鑑別的考試制度中難有入學機會的「偏才」或「專才」學生。第二，鼓勵大學招收不同教育資歷（包括：自學生、實驗教育生、新住民及其子女、境外臺生、境外學歷）、弱勢生（包括：經濟、文化、區域弱勢）具有特殊才能和經歷者，積極提升其入學機會。
截至目前，特殊選才從最早的十二所學校，已超過三成五的大學都加入辦理，校數成長超過四倍，招生名額飆升二十倍。本研究的提問是：當成績不再作為升學依據，是否／如何能翻轉升學主義的窠臼？究竟特殊選才如何超越升學主義？其中的篩選機制如何拔擢差異化的學習主體？又會帶來哪些爭議？藉由多元化的研究設計，收集政策文本、媒體論述與再現、招生文宣和影音紀錄、參與觀察、深度訪談等資料。本文勾勒特殊選才的篩選機制，指出在「拔尖／扶弱」的雙軌化選才過程中如何汰弱留強和製造差異。本研究的發現是：「拔尖」帶來新型態的優勢階級複製，學生成為校方招生利器、產生校園明星標籤化、面臨專才學習資源不足；「扶弱」則打造校園日常的微觀政治，學生遭遇到學習適應、同儕互動的污名、冒名頂替症候群。透過探究特殊選才衍生的爭議課題，本文提出可行的改革芻議。

關鍵字：特殊選才、升學主義、篩選機制、微觀政治、教育正義。

摘要：高等教育擴張讓台灣大專院校男女性就學人數趨近平衡，然而，在理工/人文科系的選擇上的性別隔離卻沒有太大變化，其中，男性雖因選讀人文社會科學相關科系人數增加使得理工/人社科系人數比略有下降，但女性選擇自然理工領域科系人數卻沒有明顯成長，使得女性在理工/人社科系之人數比仍呈現持平狀態(郭祐誠與許聖章，2011)。文獻上用管漏現象(leaky pipeline)來描繪女性在由中學、大學、碩士、博士一路往上之升學渠道中，參與科學(science)、科技(technology)、工程(engineering)、與數學(mathematics)等STEM專業領域的人數一點一滴逐漸漏失的現象。為了解女性在STEM領域中的管漏現象，本研究使用臺灣青少年成長歷程研究資料，探討國中時期導師與同儕對於高中選組、以及大學選讀STEM科系之長期影響，初步結果顯示，在控制父母教育、城鄉差距、傳統性別角色、數學與自然學測分數之影響，國中導師認同學生的科學天份會影響高中選組，但不影響大學時期STEM科系之選讀，國中好友喜歡數學科目雖然不影響高中選組，但卻顯著影響大學時期STEM科系之選讀。
 
關鍵字：STEM教育、高中選組、同儕影響、青少年成長歷程研究。

摘要：本研究在理論上延續教育擴張後對高等教育水平分化的研究焦點，以STEM教育的勞動市場成就回應大學科系選擇的影響，並在方法論上從生命歷程的角度檢視STEM專業對個人的各生命歷程階段發揮的影響。過去台灣有關科系選擇的研究多集中在性別議題的討論，且聚焦在中學及大學階段的「選擇進入」議題，缺乏對STEM教育或系所選擇的勞動市場成就之系統性理解，本研究跳脫橫斷面思考個人的薪資報酬，採用生命歷程軌跡理解STEM教育對於個人整體職涯發展的影響。研究結果發現，經歷STEM教育者的薪資成長速度比非STEM教育者積累速度更快，顯示當STEM訓練的水管中，不成比例的排除特定群體的選擇機會(例如女性)時，將如何/造成甚麼階層化的後果。後續分析將進一步檢視此職涯發展經歷如何在不同的群體中展現。
 
關鍵字：STEM教育、科系選擇、勞動市場後果、職涯發展。

Abstract：In the past two decades, the debates around the reformed university admission system focus on the risingsocioeconomic inequality. The reformed system includes three main channels; and the application program
dominates the largest percent of the university enrollment. This program evaluates students’ academic andnon-academic achievements and the interviews for individual department in the second section. Much research indicates that students from upper middle class family background are more competitive in both academic and non-academic achievements; and they also perform better in the interviews. The 2018 students’ family income distribution in public and private universities in Taiwan shows that the highest family income range lies in National Taiwan University; and the lowest family income range appears in the private universities. The statistics reflect the critics that the reformed admission system may increase more inequality. This paper tries to see whether if the application program is in favor of these advantaged students based upon the case of the students in International College (IC) in Ming Chuang University (MCU). MCU is the private university, and IC has six undergraduate programs. All the programs are taught in English only. English proficiency is the primary requirement for the admissions. Being one of the private universities and the English-taught programs make the case interesting. According to the 2018 statistics mentioned above, the average students’ family income of MCU lies in the lowest range. That is, most MCU students may come from the lower family socioeconomic status. However, much research confirms that the students with higher English proficiency usually come from higher family socioeconomic status. Under these contradictions, this paper analyses the relations of the students’ family background and their English proficiency to answer the question. The research method includes the questionnaire and the analysis on the students’ English ability test scores. The questionnaire was separated into six parts to understand students’ family background and their interaction with their parents. The analysis of the students’ English proficiency is based upon the English General Scholastic Ability Test scores or English Advanced Subjects Test scores. There are 177 students in the three programs in IC in MCU Taoyuan campus; and 141 copies of questionnaire were collected and analyzed. All the collected information and data is analyzed by correlation coefficient with SPSS. This paper finds out that although most students in the case study are from upper-middle/middle-class families, the socioeconomic status is not significantly related to the English learning achievements. In other words, it is not clear whether if the university admission system with a specific focus on the English proficiency increase the socioeconomic inequality. The limitation of this paper is the targeted students in
IC in MCU Taoyuan campus. The further research aims to compare the results of the MCU case with other cases from the public and private universities. The comparative analysis expects to understand the issue of socioeconomic inequality and the university admission system based upon the larger sample analysis.

Key Words: Socioeconomic inequality, multi-channel university admission system, English proficiency.