教育不平等的身心机制及干预策略——以农民工子女为例  

The Psycho-physiological Mechanism of Educational Inequality and Its Intervention Strategies: With the Example of Migrant Children

作　　者：高明华[1] 

机构地区：[1]哈尔滨商业大学法学院

出　　处：《中国社会科学》2013年第4期60-80,205-206,共21页Social Sciences in China

基　　金：方文教授主持的2011年度教育部人文社会科学重点研究基地(北京大学中国社会与发展研究中心)重大项目(项目批准号11JJD840003)的部分成果;哈尔滨商业大学博士科研启动基金资助

摘　　要：基于问卷调查、深入访谈、参与观察和现场实验等多元方法,发现农民工子女教育不平等的两种社会心理机制:家庭中父母期望的自证预言效应和学校中遭遇的刻板印象威胁;而身体机制则体现为农民工子女的不良健康状况及其被贬低的行为习惯。针对教育不平等的身心机制,设计了提升农民工子女学业成就的两种简洁有效的干预策略,即传授智识增长论和建构多元评价体系。这两种干预策略能够有效提升农民工子女的学业成绩,改善其学业认同,并降低刻板印象威胁体验。期望干预策略也能改善新生代农民工的不利环境。This study employs multiple methods of questionnaires, in-depth interviews, participant observations and on-the-spot experiments, and discovers two socio-psychological mechanisms of educational inequality: the self-fulfilling prophecy effect arising from parents’ expectancy in a family and the stereotype threat faced by children in the school. On the other hand, the physiological mechanism of educational inequality is manifested in the ill health and debased acts or practices of migrant children. Building on the psycho-physiological mechanism of educational inequality, our study offers two simple and effective intervention strategies to improve the educational attainments of migrant children: disseminating the incremental theory of intelligence and building a multi-appraisal system. These strategies can help migrant children improve their educational attainments and identity, and lower their experience arising from the stereotype threat. We hope that these intervention strategies can be extended to inequality studies in other fields and can be applied to the new generation of migrant workers.

关 键 词：教育不平等 身心机制 自证预言 刻板印象威胁 干预策略 

分 类 号：G521[文化科学—教育学]