In this dissertation, I study how Taiwanese vocational students as an oppressed group within the higher education system perceive, interpret, adapt or resist, and struggle to change the inequitable social structure. The theoretical framework in this research is constructed from Paulo Freire's ideas in "Pedagogy of the Oppressed," Margaret Archer's reflexivity model, and critical theory. Through narrative accounts, the students unveiled their realities and their subjectivities within the larger educational and social systems. One two-year junior college in Taiwan was selected as the case study for this qualitative research. I interviewed twelve students, the college president, faculty members, and staff. Additionally, I interviewed educational movement leaders, whose words revealed the oppression in the society and possible ways to liberate the unjust structure, such as grassroots social movements and student/public movements. The findings from this research include the following: The current tracking mechanism hinders student's development and perpetuates inequities in the Taiwanese educational and social structures. The school environment within the vocational education system represents an incomplete exam-oriented sorting mechanism, implements an inequitable resource-allocation system within higher education, and reproduces vocational students' oppressed status from school to work. Most participating students in this research indicated that they have suffered or gotten lost in the education system, which undermined their self-esteem, compromised their dreams, and were misplaced in college due to a pervasive admission emphasis on entrance exam test scores rather than their talents and desires. However, most participants did not demonstrate sufficient confidence to change the inequitable structural issues and were encumbered by limited strategies to break through the oppression. The dissertation proposes a "humanized" education system that entrusts students as history-makers, loves them for who they are, and annunciates their humanness. The dissertation also introduces the need for further research on vocational education and students' rights and dramatizes the need for vocational students to take action in order to arouse their own and Taiwanese society's critical consciousness to fight for their liberation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]