先赋背景、重点学校和个人期望孰轻孰重——兼论三种因素影响高等教育机会获得的现实机制  

Ascribed Background,Key Schools or Personal Expectation:Also on the Realistic Mechanisms of Three Factors Influencing the Access to Higher Education

作　　者：李广平 陈武元 吴尧[2] LI Guangping;CHEN Wuyuan;WU Yao(Institute of Education,Faculty Development Center;Department of Chinese Language and Literature,Xiamen University,Xiamen 361005)

机构地区：[1]厦门大学教育研究院教师发展中心 [2]厦门大学中文系,厦门361005

出　　处：《教育发展研究》2023年第17期64-75,共12页Research in Educational Development

基　　金：2022年国家社科基金后期资助一般项目“教育公平与共同富裕研究:家庭教育期望的研究视角”(22FJKB002);厦门大学妇女/性别研究与培训基地2020年度项目“家庭资本对女性高等教育入学机会的影响”(2020FNJD02)的部分成果。

摘　　要：本文基于2010-2020年中国家庭追踪调查(CFPS)数据,使用二元Logit回归模型研究家庭因素、学校因素和期望因素对高等教育机会获得数量和质量影响,以20名普通高校本专科生的半结构化访谈考察三种因素对高等教育机会获得的现实作用机制,发现家庭资本处于优势地位的学生容易获得高等教育机会,家庭资本在具体情境中通过物质支持、动力支持和规则掌握三种行动表现促进优势转化;重点学校对机会获得质量的影响程度大于数量,形成优势累积,师资力量、学习氛围、硬件条件和学习资源是学生竞争角逐中的有利支持条件;教育期望的正向促进作用在机会获得质量中得到增强,但需警惕“名”“实”分离的现实情况。进一步运用Shapley分解法探究了三种因素在机会获得数量和质量中的相对重要性,发现教育期望是最重要的影响因素,家庭因素在机会获得数量中的重要性大于学校因素,在机会获得质量中反之,说明教育期望或许是促进教育公平的有效着力点。基于研究结果,文章认为需要实施外部补偿性与内部发展性举措,合力促进教育代际流动;缩小中等教育资源分配差距,削弱社会分层代际传递;促进个体形成合理的教育期望水平,激发学习内在驱动力。Based on the data of the 2010-2020 China Family Panel Studies(CFPS),this paper uses the binary logit model to test the impact of family factors,school factors and expectation factors on the quantity and quality of access to higher education,and examines the realistic mechanisms of the three factors with semi-structured interviews of 20 junior and undergraduate college students.Firstly,students with dominant family capitals are more likely to have access to higher education,and family capitals contribute to the transformation of dominance through the material support,the motivation support and the rule mastery.Secondly,the influence of key schools on the quality of access is greater than on quantity,forming the accumulation of dominance.Faculty strength,learning atmosphere,hardware conditions and learning resources are favourable support conditions in students'competition.Thirdly,the positive contribution of educational expectation is enhanced in the quality of access,but the reality of the separation of'name'and'reality'needs to be guarded.The study further explores the relative importance of three factors to the quantity and quality of access and their changes using the Shapley decomposition.It finds that the contribution of educational expectation is the most important factor,with family factors are more important than school factor in the quantity of access,and vice versa in the quality of access.Therefore,the educational expectation may be an effective focus for promoting educational equity.Based on the findings,this paper proposes relevant suggestions from different perspectives,such as implementing external compensatory and internal developmental measures to promote intergenerational mobility of education:narrowing the gap in the distribution of secondary education resources to weaken the intergenerational transmission of social stratification and promoting individuals to form a reasonable level of educational expectations to stimulate the internal driving force of learning.

关 键 词：家庭资本 重点学校 教育期望 高等教育机会 

分 类 号：G640[文化科学—高等教育学]