制度环境、非正式规范与中国乡村小学兴办废存  

Institutional Contexts, Informal Norms, and the Development of Chinese Village Primary Education

作　　者：田丰 刘欣[1] Felicia F.Tian;Liu Xin

机构地区：[1]复旦大学社会学系

出　　处：《社会科学》2019年第7期55-66,共12页Journal of Social Sciences

基　　金：复旦大学亚洲研究院“改革时期的中国乡村宗族与基础教育”项目的资助;中宣部文化名家暨“四个一批”人才自主选题“中国转型期的社会分层与社会流动研究”项目的阶段性成果

摘　　要：借助社区成员对达成群体行动的需求和难度的概念,在已有的正式规则与非正式规范间交互关系的制度环境类型学基础上,进一步揭示了非正式规范在不同制度环境下对社区自组织群体行动达成的影响机制。非正式规范在冲突制度环境下对社区成员达成群体行动的效力最强,在规范主义制度环境下的效力次之,在一致的制度环境下的效力最弱。将这些判断用于分析中国乡村小学兴办废存状况,通过对1992、1994年中国百县调查和2010年中国家庭追踪调查资料的多元统计分析,发现仅在"撤点并校"运动中,非正式规范有助于村小兴办或保留。这些基本理论判断,能够解释在乡村办学政策变迁的不同制度环境下,非正式制度所蕴含的教育规范为什么能对村小兴办废存产生影响。Using the concepts about the necessity and the difficulty of organizing collective action, we compare the influence of social capital on community collective action under different institutional contexts. We argue th at, the interaction between formal rules and informal norms constitutes the institutional contexts that social capital operates. Social capital is most effective when formal rules and informal norms collide, less so when informal norms dominate, and least effective when they coincide. To test these propositions, we track the influence of informal norms on whether to have village primary schools from the 1990s to 2010. In these years, formal rules have gradually switched from promoting to inhibiting the development of village primary schools, thereby the relationship between formal rules and informal norms have changed from congruent, to normative, then to conflictual. Analyses of the 1992/94 CHTS and 2010 CFPS reveal that informal norms promote villages to have primary schools, but only in the conflictual context of 2010. These findings help us to understand the mechanisms through which informal norms can promote primary education throughout the macro -level social transformation.

关 键 词：正式制度 非正式制度 社会资本 乡村教育 

分 类 号：C912.5[经济管理]