臺大「希望計畫」下的制度治理與新二代身分認同歷程

Abstract

自 104 學年度起，臺灣高等教育透過「特殊選才」管道，試圖翻轉升學體制中的結構性不平等。其中，國立臺灣大學「希望入學」以扶助處境不利學生為核心目標，並將新住民子女納入招生對象。然而，既有研究多聚焦於宏觀招生制度的公平性評估，較少深究招生制度背後的治理邏輯，以及學生進入頂大場域後如何重構其身分認同。

本研究以臺大「希望計畫」中的新二代「希望生」為研究對象，結合文本分析與深度訪談法，分析制度設計邏輯與學生主體經驗間的互動關係。研究發現，「希望計畫」在「選才端」展現出追求多元背景之「求異」美學，試圖透過標籤化新二代身分以實踐制度公共性；然在「育才端」，制度卻轉向追求學術慣習一致性的「求同」慣行。此種「選育斷裂」形塑了強大的結構張力，迫使新二代「希望生」在高度同質化的菁英校園中，必須在「機構認同」、「扶助認同」與「文化認同」之間進行主體韌性的不對稱拉扯與身分協商。

研究進一步發現，新二代的身分經驗呈現出在制度拉扯下進行身分協商的動態歷程。學生一方面透過「去標籤化」以追求菁英歸屬，另一方面則在面對制度所附加的扶助身分標記時，展現出主體的回應與重新定義。本文最後反思平權招生政策在高等教育中的公共精神意涵，建議制度應從工具化的「求異」轉向更具調適力與生活處境評估的多元發展，以修補選才與育才制度間的價值裂隙。

Since the 2015 academic year, Taiwan's higher education system has utilized "Special Admissions" channels to address structural inequalities within the enrollment system. Among these initiatives, National Taiwan University's (NTU) "Hope Admission Program" targets disadvantaged students, specifically including children of new immigrants as eligible candidates. However, existing research has primarily focused on evaluating the fairness of macro-admissions systems, with less attention paid to the underlying governance logic and how students reconstruct their identities after entering elite university settings.

This study focuses on the second-generation "Hope Students" within NTU's Hope Program, employing a qualitative approach that combines document analysis and in-depth interviews to analyze the interaction between institutional design logic and students' subjective experiences. The findings reveal that the Hope Program exhibits an "aesthetic of differentiation" at the selection stage, attempting to realize institutional publicness by labeling the identities of new second-generation students. In contrast, at the cultivation stage, the system shifts toward an "assimilationist practice" that pursues consistency with academic conventions. This "disconnection between selection and cultivation" creates a formidable structural tension, forcing students to navigate an asymmetrical struggle and identity negotiation characterized by subjective resilience among "institutional identity," "support-based identity," and "cultural identity" within a highly homogenized elite campus.

The study further finds that the identity experiences of second-generation immigrant students manifest as a dynamic process of identity negotiation under institutional tension. On one hand, students pursue "de-labeling" to achieve elite belonging; on the other hand, they exhibit subjective responses and redefinitions when confronted with the support-based identity markers imposed by the system. Finally, this paper reflects on the notion of publicness within affirmative admissions policies in higher education. It suggests that the system should shift from instrumental differentiation toward a more adaptive model centered on "life-context assessment" to bridge the value gap between selection and cultivation.