In comparison with majority non-indigenous Taiwanese, a wide range of facts associated with socio-economic status reveal that Taiwanese indigenous people have a much higher risk of falling into poverty. The most popular explanation is that disadvantaged groups do not possess equal opportunities of education, suggesting that all persons, regardless of race, ethnicity, gender, or age should have the right to compete. Although the elimination of discrimination in education is the foremost issue, this article argues that, as a result of possessing less social, symbolic, economic and cultural capital, Taiwanese indigenous people entering the education system have already suffered many disadvantages. Would it be the case that access to education is constrained for children from lower-income families? Is the distribution of educational resources unequal by social class/race? It is as important to know the impact of one's education attainment on his/her standard of living and social/racial status as it is to understand the reverse relationship. This article aims to provide insight into how the factors of race and socio-economic status interact to prevent indigenous pupils from having equal educational achievement.
Relation:
Tamkang Journal of Humanity and Social Sciences(accepted and to be printed in 2008),33：73-104.
