本研究在瞭解臺灣的新住民與非新住民家庭學習環境資源差異，透過自編問卷對全國32所高中學生進行調查，蒐集有效樣本7,575名，其中，學生的母親為外國籍者有1,209名。經過統計分析獲得結論：新住民子女的家庭社經地位（家庭主要成員的經濟收入與教育程度）、家庭文化資本（家庭提供子女的學習資源）、家庭社會資本（家長與他人分享子女學習表現情形）、家庭財務資本（家庭提供子女各種補習成本）、家長對子女教育期望都明顯低於非新住民家庭。這代表20年來臺灣與東南亞國家，包括中國大陸與港澳地區，女性跨國婚姻所組成的家庭學習環境資源仍明顯低於非新住民家庭。這值得政府、學校及教師和家長重視，尤其108課綱實施之後，對於新住民子女家庭學習環境資源較低，在學習上會有不利的影響。針對上述結論，本研究並提出具體建議。

In order to understand the differences in learning environment resources between new resident families and non-new resident families in Taiwan, this study conducted a survey of students in 32 high schools across the country through self-made questionnaires, and collected 7,575 valid samples, of which 1,209 respondents had mothers from foreign countries. After statistical analysis, conclusions were obtained: Family socioeconomic status (economic income and education level of main family members), family cultural capital (family provides children’s learning resources), family social capital (parents share their children’s learning performance with others), family financial capital (the family provided children with various tuition costs), and parents’ expectations for their children’s education were significantly lower than those of non-new resident families. This indicates that in the past 20 years, new resident families formed by men from Taiwan and women from Southeast Asian countries, including mainland China, Hong Kong and Macao, still had significantly lower home learning environment resources than non-new resident families. This finding deserves the attention of the government, schools, teachers and parents, especially because home learning environment resources for the families of the children of new resident were relatively low after the implementation of the “108 Curriculum Guidelines”, bringing about a negative impact on the learning of the children. Based on the findings, this study offered in-depth discussions and specific suggestions.