少数民族高考加分政策实施效果评价——基于西部四所民族院校汉族学生与少数民族学生的对比调查
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摘要
通过客观效果、主观福祉、伦理价值三个指标来评价少数民族高考加分政策的实施效果,结果发现,少数民族学生和汉族学生都对该政策的知晓度较高,对政策存在的必要性和合理性认识充分,对政策的实施成效比较认可。不同的是,通过统计学上的显著性检验,虽然汉族和少数民族学生都认为该政策比较公平,但与汉族学生相比,作为受益群体的少数民族学生认为该政策更有利于传承民族文化和强化他们的学习效果、增进他们的公共情怀与改善他们的社会心态,认为该政策对政府、社会和民族地区的正面影响更大,对非受益者的负面影响更小,更不会给他们带来心理压力,使其产生被"污名化"的感觉。研究发现,无论是汉族学生还是少数民族学生,均认为我国的少数民族高考加分政策应继续推行,但推行中应改革"一刀切"的政策标准,完善政策过程监督机制,做好政策解释与政策宣传,健全少数民族学生回乡就业的政策体系。
Through objective effect, subjective well-being and ethical value, the effect of implementing the preferential policy that awards bonus points in National College Entrance Examination for ethnic students is evaluated. The results show that both ethnic and Han students have a higher degree of awareness of the policy,and they fully understand the necessity and rationality of its existence and relatively accept its implementation effect. However,the statistical significance test shows that,although both Han and ethnic students think that the policy is fair,compared with Han students,ethnic students,as a beneficiary group,think that the policy is more conducive to inheriting ethnic culture and increasing their learning effect,public feelings and social mentality. They also think that the policy has a greater positive influence on the government,society and ethnic areas and less negative impact on non-beneficiaries,let alone bringing them psychological pressure to make them feel stigmatized. The study indicates that both Han and ethnic students think that the policy should be carried out continuously,but its standard of "one size fitting all"should be reformed,its process supervision mechanism should be improved and its interpretation and promotion should be carried out,so as to improve the policy system for ethnic students to find jobs in their hometown.
Through objective effect, subjective well-being and ethical value, the effect of implementing the preferential policy that awards bonus points in National College Entrance Examination for ethnic students is evaluated. The results show that both ethnic and Han students have a higher degree of awareness of the policy,and they fully understand the necessity and rationality of its existence and relatively accept its implementation effect. However,the statistical significance test shows that,although both Han and ethnic students think that the policy is fair,compared with Han students,ethnic students,as a beneficiary group,think that the policy is more conducive to inheriting ethnic culture and increasing their learning effect,public feelings and social mentality. They also think that the policy has a greater positive influence on the government,society and ethnic areas and less negative impact on non-beneficiaries,let alone bringing them psychological pressure to make them feel stigmatized. The study indicates that both Han and ethnic students think that the policy should be carried out continuously,but its standard of "one size fitting all"should be reformed,its process supervision mechanism should be improved and its interpretation and promotion should be carried out,so as to improve the policy system for ethnic students to find jobs in their hometown.
引文
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[23]文东茅.少数民族高考加分的“动态等值模式”探析[J].教育学术月刊,2014(10):37-42.
[24]朱志勇,向思.凤凰为何不还巢?---“少数民族高层次骨干人才计划”毕业生违约个案研究[J].清华大学教育研究,2013(1):110-117.
[25]付春光.亚当·斯密工资理论研究[J].人力资源管理,2012(12):196-198.
[2]SIMON S.Lessons in Being Chinese:Minority Education and Ethnic Identity in Southwest China(review)[J].China Review International,2003,10(1):177-181.
[3]杨芳.少数民族高考加分政策的公正性探究[J].民族研究,2010(6):9-20.
[4]敖俊梅.个体平等,抑或群体平等---少数民族高等教育招生政策理论探究[J].清华大学教育研究,2006(6):70-74.
[5]马戎.理解民族关系的新思路---少数族群问题的“去政治化”[J].北京大学学报(哲学社会科学版),2014(6):122-133.
[6]SAUTMAN B.Paved with good intentions:Proposals to curb minority rights and their consequences for China[J].Modern China,2012(1):10-39.
[7]KLEIN J A.Frontier people:Han settlers in minority areas of China[J].Journal of the Royal Anthropological Institute,2010,15(3):639-640.
[8]费希尔.公共政策评估[M].吴爱明,李平,译.北京:中国人民大学出版社,2003.
[9]黄明东,陈越,姚宇华.教育政策效果评估指标体系构建研究---基于后实证主义方法论的视角[J].教育发展研究,2016(1):1-6.
[10]谢治菊,朱绍豪.民族教育政策实施效果评估:理论基础、指标设计与应用反思[J].民族教育研究,2017(5):7-13.
[11]张新平.教育管理学导论[M].上海:上海教育出版社,2006.
[12]曹清波.民族平等视角下少数民族高考加分政策研究[J].内蒙古师范大学学报(教育科学版),2015(2):9-11.
[13]谢治菊.承认政治视域下我国少数民族教育优惠政策探讨[J].广西民族研究,2015(2):159-164.
[14]罗尔斯.正义论(修订版)[M].何怀宏,何包钢,廖申白,译.北京:中国社会科学出版社,2009.
[15]杨经华.作为公平的正义---少数民族高考加分政策存废解读[J].教育文化论坛,2010(2):29-32.
[16]滕星,马效义.中国高等教育的少数民族优惠政策与教育平等[J].民族研究,2005(5):10-18.
[17]刘子云.民族教育政策的实践理性---兼论苏德教授等著的《民族教育政策:行动反思与理论分析》[J].民族高等教育研究,2016(1):12-14.
[18]高岳涵,高永久.民族教育政策的制度安排与分析[J].中南民族大学学报(人文社会科学版),2012(6):68-72.
[19]詹姆斯·E.安德森.公共决策[M].唐亮,译.北京:华夏出版社,1990.
[20]姚大志.差别原则与民主的平等[J].社会科学辑刊,2010(4):4-9.
[21]张善鑫.试论我国民族教育政策的时代转向[J].民族教育研究,2010(2):21-25.
[22]严庆.现阶段民族教育政策实践环境浅析[J].西南民族大学学报(人文社科版),2007(1):45-50.
[23]文东茅.少数民族高考加分的“动态等值模式”探析[J].教育学术月刊,2014(10):37-42.
[24]朱志勇,向思.凤凰为何不还巢?---“少数民族高层次骨干人才计划”毕业生违约个案研究[J].清华大学教育研究,2013(1):110-117.
[25]付春光.亚当·斯密工资理论研究[J].人力资源管理,2012(12):196-198.
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