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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

  

  1. 作者1：王甫勤,同济大学政治与国际关系学院社会学系；作者2：时怡雯香港中文大学社会工作系.
  • 出版日期:2014-01-20 发布日期:2014-01-20
  • 通讯作者: 王甫勤,同济大学政治与国际关系学院社会学系 E-mail:wfq0927@163.com
  • 基金资助:

    本研究得到了教育部哲学社会科学重大攻关项目“我国目前社会阶层状况研究”（08JZD0024）、国家社会科学基金青年项目“社会分层理论视角下维护弱势社会群体健康权益研究”（12CSH020）和教育部人文社会科学研究青年项目“社会流动与新生代农民工的社会公平感研究”（11YJC840049）的资助。


Family Background, Educational Expectation and College Degree Attainment: An Empirical Study Based on Shanghai Survey

  1. Author 1：WANG Fuqin， Department of Sociology, School of Politics Science and International Relations, Tongji University; Author 2：SHI Yiwen, Department of Social Work, the Chinese University of Hong Kong
  • Online:2014-01-20 Published:2014-01-20
  • Contact: WANG Fuqin， Department of Sociology, School of Politics Science and International Relations, Tongji University E-mail:wfq0927@163.com
  • Supported by:

    This research was supported by the Key Projects of Philosophy and Social Science Research, China Ministry of Education(08JZD0024), he Youth Project of the National Social Science Fund (12CSH020), and the Youth Project of the Philosophy and Social Science Research, China Ministry of Education(11YJC840049).

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摘要： 家庭背景通过子女教育实现优势地位的代际传递，以往国内研究认为，这种代际传递主要通过教育分流和文化资本、社会资本机制得以实现。本文根据威斯康星教育获得模型的研究成果，引入大学教育期望作为家庭背景影响子女大学教育获得的中间机制。研究采用2010年“上海居民家庭生活状况调查”数据。分析发现，在少年时具有大学教育期望的人，最终获得大学教育的机会明显增加，而个人大学教育期望的产生又主要同家庭背景和父母期望有关。具有优势地位的父母（尤其是接受过高等教育的父母）对子女上大学的期望较高，并激发了子女上大学的期望。同时，具有优势地位的父母能更多地参与到子女的教育过程中，为子女创造更多的支持条件，这些都有助于子女维持和实现自己的教育期望。因而，整个代际传递的逻辑可以表述为：家庭社会经济地位越高的子女，其上大学的期望也越高，这种期望最终会转化为大学教育获得的优势。

关键词: 家庭背景 , 教育期望 , 教育获得 , 代际传递

Abstract: The classical BlauDuncan status attainment model found that the advantage of family background was reproduced through children’s education but it did not give much detail to the intermediate mechanisms in the intergenerational transmission. Previous domestic studies considered school tracking, cultural capitals and social capitals being the mechanisms to explain the intergenerational transmission. The present study, according to the viewpoints of Wisconsin Educational Attainment Model, brought in college degree expectation/aspiration as the mediating variable between family background and children’s college education attainment. The analysis of the data from “Shanghai Residents Family Life Status Survey” (N=1181) in year 2010 found that those who had strong expectations for a college degree when they were young got significantly more opportunities to enter college, and furthermore, that the development of individuals’ expectations for higher education was related to their family backgrounds and parents’ expectations. Educational expectation played a role in intergenerational advantage status transmission as an intermediate mechanism that mediated the impact of family backgrounds on educational attainment. This mechanism was expressed during the process of children receiving education. The higher the socioeconomic status, the stronger expectations the parents would have for their children to get into college. This was particularly true of the parents who had received higher education themselves. They were able to provide their children with abundant and useful information about college life and learning, to engage more in their children’s learning, and to create more supportive conditions. All these advantages helped children maintain and realize their expectation of a college degree. Driven by the educational expectation for college, the individuals worked harder in the learning process in order to achieve the ambition of higher education, which led to increased likelihood to be admitted to college, and eventually, to the realization of the intergenerational transmission.

Key words:  family background , educational expectation , educational attainment , intergenerational transmission