The objective of this study is to investigate the effects of social origins and personal profiles on college major choices. The data was collected from 19,344 fresh students by using the questionare of TIPED (Taiwan Integrated Postsecondary Education Database) and analyzed mainly with multinomial logistic regression by SPSS. The results show that: 1) the effects of social origins including socio-economic status, ethnicity and gender, on college major choice are significant. 2) the effects of personal profiles, including academic abilities and vocational interests on college major choice are significant. 3) the effects of the five factors above-mentioned are different both in magnitude and mode. These results indicate that students choose college majors largely on the basis of their inner abilities and interests. Parents and teachers could make efforts to develop students' interests and abilities in all-round way and help them to find out their advantages. However, social origins do make sense during this process. The whole society should work together to diminish gender segregation and stratification in higher education.

本研究以台灣大學生為對象，探討家庭社經地位、族群、性別等社會背景因 素，學科能力、職業興趣傾向等個體內在因素，和大學專業選擇的關係。研究以 台灣高等教育整合資料庫 “2005—2006 學年高等教育師生問卷調查——大一 新生”的調查為原始資料，按研究目的挑選出研究分析之樣本計 19,344 名。研 究以多類別 logistic 回歸分析為主要統計方法。研究結果表明：家庭社經地位、 族群、性別這三類社會背景因素對學生的大學專業選擇有顯著影響；學科能力、 職業興趣傾向這兩類個體內在因素對學生的大學專業選擇也有顯著影響；以上五 類變量對大學專業選擇的作用大小各不相同；以上五類變量對大學專業選擇的作 用模式各不相同。本研究給予的啟示為：學生主要根據自己的才情進行大學專業 選擇，因此，在基礎教育階段，老師、家長應當發展學生多方面的興趣和各個科 目的能力，並幫助他們理解自身的能力所長和興趣所在。同時，背景因素的作用 仍然不可忽視，學校、政府、社會都應當為減小高等教育中的性別區隔和階層不 平等而做出努力。