农民工子弟适应行为与群体亚文化——北京市W农民工子弟学校学生亚文化的一个解释框架  

On the Adaptive Behavior and Group Subculture of Migrant Children--An Interpretive Framework of Migrant Children Subculture in Beijing W School

作　　者：高雪莲[1] GAO Xuelian

机构地区：[1]中国农业大学人文与发展学院,北京100193

出　　处：《深圳社会科学》2023年第3期99-107,119,共10页Social Sciences in Shenzhen

基　　金：北京市社会科学基金一般项目“农民工子弟学校亚文化与阶层再生产研究”(16SRB017)。

摘　　要：通过对“W校”班级日常的调查,总结了在学校规训权力下,学生亚文化的表现形式,包括作为“抵抗”的“反学习、反规范文化”、实现个人归属感的“小集团文化”和被主流制度“收编”的“积分交换文化”。社会和学校为学生设定了“分数至上”的目标,但并未在制度上为其提供实现该目标的有效手段。在默顿的紧张理论视域下,这种目标与手段的结构性断裂导致了学生的认同危机。学生通过建构一系列适应行为(遵从、敷衍、抵制、对抗)以缓解焦虑,进而形成了独特的群体亚文化。学校教师通过“素质评价”对“子弟们”加以标签化,加剧了“既定目标”与“实现手段”的背离。为改善农民工子弟的受教育情况,实现教育公平,需要社会各界共同努力,协作完成。Through investigation of class daily life,the manifestation of students’subculture under W School discipline power had been summarized in this paper.The students’daily performances were as following:“anti-learning,anti-normative culture”as resistance,“clique culture”for realizing personal belonging,“scores exchange culture”subdued by class system.Our society and schools had set the goal of“scores first”for students,but didn’t provide them with effective means to achieve it in the system.From the perspective of Merton’s Strain Theory,this structural rupture between goal and means led to students’tension and identity crisis.For alleviating these pressures,the students constructed a series of adaptive behaviors(obey,perfunctory,resist,reaction),and formed a unique group subculture.Teachers labeled students by“quality evaluation”,which intensifies the deviation between“stated goal”and“accomplishing means”.In order to improve the education situation of migrant children and realize education equity,it needs the joint efforts of all sectors of society.

关 键 词：农民工子弟学校 结构性断裂 适应行为 学生亚文化 

分 类 号：G40-052.2[文化科学—教育学原理]