教育期望多少指引一個人的教育途徑，是影響成就的因素之一， 從而成為型塑社會不平等的一種力量。探究年輕學子形成教育藍圖的 影響因素，有助於瞭解社會階層化的初始過程。本文旨在探討父母如 何影響青少年之教育期望，並討論此影響力的族群差異。本文合併分 析2001年「台灣教育長期追蹤資料庫」針對國中學生進行的第一波 調查之「學生」與「家長」資料。本文發現，族群之間的社會經濟地 位差異是導致學生教育期望、父母主觀教育期望與父母參與學習行為 的主要因素。第二，父母是子女教育期望的重要影響者，父母對子女 的教育期望、參與學習活動的程度、親子期望的一致性，都展現出父 母在子女建構教育生涯上的重要地位；不過父母的期望並非越高越 好，對子女過高的教育期望可能帶來反效果。第三，父母影響的族群 差異主要展現在主觀教育期望與親子期望一致性的影響上，但在父母 參與學習活動的影響上沒有族群差異;外省家庭中父母的主觀教育期 望對子女的影響最為深遠，同時也發現外省族群的學童對於父母過高 的教育期望的反彈最大，原住民學童的反彈最小。

Educational expectation, to a certain extent, guides a person to his/her educational track. Educational expectation is one of the factors that influence one’s educational attainment and thus generates social inequality. Exploring the determinants of children’s schooling blueprint provides insights to the understanding of the process of social stratification. This paper aims to explore the roles of parents’ attitude and involvement on the teenagers’ educational expectation. This study tests a series of hypotheses based on data from Taiwan Education Panel Survey, conducted in 2001, with a representative sample of junior high school students and their parents. First, the results indicate that the differences of social economic status between aboriginals and the Han lead to a salient gap of educational expectation, parents’ educational expectation and involvement for their children. Second, parents play a significant role in the process of shaping children’s educational expectation. However, as the saying of “Haste Makes Waste” implies, over-expectation from the parents tend to impede their children’s educational expectation. Third, the differences of parents’ effects on the teenagers’ educational expectation between ethnicities are lying on the attitude and the shared family expectation other than involvement behaviors. In general, the subjective attitudes of Mainlander parents exert the strongest influence on their children’s educational plan.