青少年教育期望的阶层差异——基于家庭资本投入的微观机制研究
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摘要
个体在青少年时期的教育期望对其成长及最终的教育获得具有决定性的作用。本文引入资本理论研究视角,把三类不同的资本纳入同一个研究框架,使用中国教育追踪调查数据(CEPS),通过分析家庭阶层、资本投入和子女教育期望的关系,探寻教育获得不公平形成的早期机制。多层次线性回归和Bootstrap多重中介分析的结果表明:青少年的教育期望以及家庭在子女教育上投入的各类资本(经济、文化、社会)都存在显著的阶层差异;各类资本投入对教育期望均有显著的积极影响,精英阶层子女从文化资本投入中受益更多;家庭资本投入是青少年教育期望形成分层的重要中介机制,其中文化资本投入的中介作用最强。据此,在家庭、学校、社区等不同场域投入相应的教育资本帮助低阶层子女提升教育期望是保障我国教育公平的有效途径之一。
Educational expectations of individuals in adolescence play a determinant role in their growth and educational attainment.Using the China Education Panel Survey data,this paper explores the early mechanism for educational inequality by analyzing the relationship between family class,capital investment and children's educational expectations.The results of multi-level linear regression and Bootstrap multiple mediation analysis show that there are significant class differences in adolescents' educational expectations and all kinds of capital(economic,cultural,social)invested by families for their children's education;each type of capital has a significant positive impact on adolescents' educational expectations,but the influence of cultural capital on children from the elite class is higher than that from the non-elite class;family capital investment is an important mediating mechanism for the formation of stratification of adolescents' educational expectations,among which cultural capital investment is the most important.One effective way to guarantee educational equity of our country is to invest the corresponding educational capital to family,school and community to help children from the lower class to raise their educational expectations.
Educational expectations of individuals in adolescence play a determinant role in their growth and educational attainment.Using the China Education Panel Survey data,this paper explores the early mechanism for educational inequality by analyzing the relationship between family class,capital investment and children's educational expectations.The results of multi-level linear regression and Bootstrap multiple mediation analysis show that there are significant class differences in adolescents' educational expectations and all kinds of capital(economic,cultural,social)invested by families for their children's education;each type of capital has a significant positive impact on adolescents' educational expectations,but the influence of cultural capital on children from the elite class is higher than that from the non-elite class;family capital investment is an important mediating mechanism for the formation of stratification of adolescents' educational expectations,among which cultural capital investment is the most important.One effective way to guarantee educational equity of our country is to invest the corresponding educational capital to family,school and community to help children from the lower class to raise their educational expectations.
引文
[1]FAN W,WOLTERS C A.School motivation and high school dropout:The mediating role of educational expectation[J].British Journal of Educational Psychology,2014,84(1):22-39.
[2]KHATTAB N.Students’aspirations,expectations and school achievement:What really matters?[J].British Educational Research Journal,2015,41(5):731-748.
[3]杨中超.家庭背景与学生发展:父母参与和自我教育期望的中介作用[J].教育经济评论,2018(3):61-82.
[4]BOZICK R,ALEXANDER K,ENTWISLE D,et al.Framing the future:Revisiting the place of educational expectations in status attainment[J].Social Forces,2010,88(5):2027-2052.
[5]王甫勤,时怡雯.家庭背景,教育期望与大学教育获得:基于上海市调查数据的实证研究[J].社会,2014(1):175-195.
[6]SEWELL W H,HALLER A O,PORTES A.The educational and early occupational attainment process[J].American Sociological Review,1969,34(1):82-92.
[7]JOHNSON M K,REYNOLDS J R.Educational expectation trajectories and attainment in the transition to adulthood[J].Social Science Research,2013,42(3):818-835.
[8]MARJORIBANKS K.Family Background,individual and environmental influences on adolescents’aspirations[J].Educational Studies,2002,28(1):33-46.
[9]TEACHMAN J D,PAASCH K.The family and educational aspirations[J].Journal of Marriage&Family,1998,60(3):704-714.
[10]BOURDIEU P.The forms of capital,in Richardson JG.(ed.)[M].Handbook of Theory and Research for the Sociology of Education.New York:Greenwood Press,1986.
[11]SEWELL W H,HALLER A O,STRAUS M A.Social status and educational and occupational aspiration[J].American Sociological Review,1957,22(1):67-81.
[12]SEWELL W H,SHAH V P.Socioeconomic status,intelligence,and the attainment of higher education[J].Sociology of Education,1967,40(1):1-23.
[13]吴愈晓,黄超.基础教育中的学校阶层分割与学生教育期望[J].中国社会科学,2016(4):111-134.
[14]SEWELL W H,SHAH V P.Parents’education and children’s educational aspirations and achievements[J].American Sociological Review,1968,33(2):191-209.
[15]张阳阳,谢桂华.教育期望中的班级效应分析[J].社会,2018(6):165-193.
[16]杨习超,姚远,张顺.家庭社会地位对青少年教育期望影响研究---基于CEPS2014调查数据的实证分析[J].中国青年研究,2016(7):67-73.
[17]TEACHMAN J D.Family background,educational resources,and educational attainment[J].American Sociological Review 1987,52(4):548-557.
[18]魏勇,马欣.中学生自我教育期望的影响因素研究---基于CEPS的实证分析[J].教育学术月刊,2017(10):69-78.
[19]黄超.教育期望的城乡差异:家庭背景与学校环境的影响[J].社会学评论,2017(5):65-78.
[20]GOYETTE K,XIE Y.Educational expectations of Asian American youths:Determinants and ethnic differences[J].Sociology of Education,1999,72(1):22-36.
[21]刘保中,张月云,李建新.家庭社会经济地位与青少年教育期望:父母参与的中介作用[J].北京大学教育评论,2015(3):158-176.
[22]张云亮.亲子互动,学校资源与学生教育期望---基于“中国教育追踪调查”的异质性分析[J].青年研究,2018(2):46-56.
[23]MARJORIBANKS K.Family background,social and academic capital,and adolescents’aspirations:A mediational analysis[J].Social Psychology of Education,1998,2(2):177-197.
[24]MARJORIBANKS K.Family capital,children’s individual attributes,and adolescents’aspirations:A follow-up analysis[J].The Journal of Psychology,1998,132(3):328-336.
[25]LAMONT M,LAREAU A.Cultural capital:Allusions,gaps and glissandos in recent theoretical developments[J].Sociological Theory,1988,6(2):153-168.
[26]COLEMAN J S.Social capital in the creation of human capital[J].American Journal of Sociology,1988,94,S95-S120.
[27]赵延东,洪岩璧.社会资本与教育获得---网络资源与社会闭合的视角[J].社会学研究,2012(5):47-68.
[28]MLLEGAARD S,JGER M M.The effect of grandparents’economic,cultural,and social capital on grandchildren’s educational success[J].Research in Social Stratification&Mobility,2015,42(1):11-19.
[29]AL-FADHLI H M,KERSEN T M.How religious,social,and cultural capital factors influence educational aspirations of African American adolescents[J].Journal of Negro Education,2010,79(3):380-389.
[30]洪岩璧,赵延东.从资本到惯习:中国城市家庭教育模式的阶层分化[J].社会学研究,2014(4):73-93.
[31]吴愈晓,黄超,黄苏雯.家庭,学校与文化的双重再生产:文化资本效应的异质性分析[J].社会发展研究,2017(3):1-27.
[32]HAYES A F.Introduction to Mediation,Moderation,and Conditional Process Analysis:A Regression-based Approach[M].New York:Guilford Press,2013.
(1)对选择该选项的七年级学生赋值为7,九年级学生赋值为9。
[2]KHATTAB N.Students’aspirations,expectations and school achievement:What really matters?[J].British Educational Research Journal,2015,41(5):731-748.
[3]杨中超.家庭背景与学生发展:父母参与和自我教育期望的中介作用[J].教育经济评论,2018(3):61-82.
[4]BOZICK R,ALEXANDER K,ENTWISLE D,et al.Framing the future:Revisiting the place of educational expectations in status attainment[J].Social Forces,2010,88(5):2027-2052.
[5]王甫勤,时怡雯.家庭背景,教育期望与大学教育获得:基于上海市调查数据的实证研究[J].社会,2014(1):175-195.
[6]SEWELL W H,HALLER A O,PORTES A.The educational and early occupational attainment process[J].American Sociological Review,1969,34(1):82-92.
[7]JOHNSON M K,REYNOLDS J R.Educational expectation trajectories and attainment in the transition to adulthood[J].Social Science Research,2013,42(3):818-835.
[8]MARJORIBANKS K.Family Background,individual and environmental influences on adolescents’aspirations[J].Educational Studies,2002,28(1):33-46.
[9]TEACHMAN J D,PAASCH K.The family and educational aspirations[J].Journal of Marriage&Family,1998,60(3):704-714.
[10]BOURDIEU P.The forms of capital,in Richardson JG.(ed.)[M].Handbook of Theory and Research for the Sociology of Education.New York:Greenwood Press,1986.
[11]SEWELL W H,HALLER A O,STRAUS M A.Social status and educational and occupational aspiration[J].American Sociological Review,1957,22(1):67-81.
[12]SEWELL W H,SHAH V P.Socioeconomic status,intelligence,and the attainment of higher education[J].Sociology of Education,1967,40(1):1-23.
[13]吴愈晓,黄超.基础教育中的学校阶层分割与学生教育期望[J].中国社会科学,2016(4):111-134.
[14]SEWELL W H,SHAH V P.Parents’education and children’s educational aspirations and achievements[J].American Sociological Review,1968,33(2):191-209.
[15]张阳阳,谢桂华.教育期望中的班级效应分析[J].社会,2018(6):165-193.
[16]杨习超,姚远,张顺.家庭社会地位对青少年教育期望影响研究---基于CEPS2014调查数据的实证分析[J].中国青年研究,2016(7):67-73.
[17]TEACHMAN J D.Family background,educational resources,and educational attainment[J].American Sociological Review 1987,52(4):548-557.
[18]魏勇,马欣.中学生自我教育期望的影响因素研究---基于CEPS的实证分析[J].教育学术月刊,2017(10):69-78.
[19]黄超.教育期望的城乡差异:家庭背景与学校环境的影响[J].社会学评论,2017(5):65-78.
[20]GOYETTE K,XIE Y.Educational expectations of Asian American youths:Determinants and ethnic differences[J].Sociology of Education,1999,72(1):22-36.
[21]刘保中,张月云,李建新.家庭社会经济地位与青少年教育期望:父母参与的中介作用[J].北京大学教育评论,2015(3):158-176.
[22]张云亮.亲子互动,学校资源与学生教育期望---基于“中国教育追踪调查”的异质性分析[J].青年研究,2018(2):46-56.
[23]MARJORIBANKS K.Family background,social and academic capital,and adolescents’aspirations:A mediational analysis[J].Social Psychology of Education,1998,2(2):177-197.
[24]MARJORIBANKS K.Family capital,children’s individual attributes,and adolescents’aspirations:A follow-up analysis[J].The Journal of Psychology,1998,132(3):328-336.
[25]LAMONT M,LAREAU A.Cultural capital:Allusions,gaps and glissandos in recent theoretical developments[J].Sociological Theory,1988,6(2):153-168.
[26]COLEMAN J S.Social capital in the creation of human capital[J].American Journal of Sociology,1988,94,S95-S120.
[27]赵延东,洪岩璧.社会资本与教育获得---网络资源与社会闭合的视角[J].社会学研究,2012(5):47-68.
[28]MLLEGAARD S,JGER M M.The effect of grandparents’economic,cultural,and social capital on grandchildren’s educational success[J].Research in Social Stratification&Mobility,2015,42(1):11-19.
[29]AL-FADHLI H M,KERSEN T M.How religious,social,and cultural capital factors influence educational aspirations of African American adolescents[J].Journal of Negro Education,2010,79(3):380-389.
[30]洪岩璧,赵延东.从资本到惯习:中国城市家庭教育模式的阶层分化[J].社会学研究,2014(4):73-93.
[31]吴愈晓,黄超,黄苏雯.家庭,学校与文化的双重再生产:文化资本效应的异质性分析[J].社会发展研究,2017(3):1-27.
[32]HAYES A F.Introduction to Mediation,Moderation,and Conditional Process Analysis:A Regression-based Approach[M].New York:Guilford Press,2013.
(1)对选择该选项的七年级学生赋值为7,九年级学生赋值为9。
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