家庭阶层地位、社会资本与青少年学业表现
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摘要
在运用科尔曼的社会资本理论解释青少年的学业表现时,已有研究忽视了社会资本的作用可能存在阶层差异。本文认为,社会资本对学业表现的影响受家庭资源的调节。家庭内部社会资本发挥作用取决于家庭的文化资本,家庭文化资本越高,内部社会资本对学业表现越有正向影响;家庭外部社会资本发挥作用取决于家长与老师及家长之间的网络资源质量,网络资源质量越高,家庭外部社会资本对学业表现越有正向影响。文化资本和网络资源质量与家庭阶层地位呈正相关关系,因而社会资本对青少年的学业表现的正向作用会存在阶层差异。对中国教育追踪调查(2013～2014学年)基线数据的分析结果显示,家长与子女共同生活的频率对学业表现的影响随家庭阶层地位的下降而减弱,对中产阶层家庭的促进作用最强,对工人和农民阶层家庭的作用并不显著。家长与老师的互动程度及家长之间的互动程度对学业表现的影响随家庭阶层地位的下降而下降,对中产阶层家庭的促进作用最强,对农民阶层家庭的作用则不显著。只有家长与子女的交流程度和家长对子女的监督学习的作用没有阶层差异。综上所述,家庭内部和外部的社会资本对青少年的学业表现的影响随家庭阶层地位的下降而减弱。这些发现进一步厘清了社会资本在不平等的代际传递中的作用机制。
Coleman 's social capital theory provides an important framework to explain adolescent 's academic achievement; yet existant Chinese research has paid limited attention to whether the relationship between social capital and academic achievement varies by family class background. We argue that the positive influence of social capital on academic achievement depends on family resources. The effect of parental involvement depends on family cultural capital. The higher the family cultural capital,the more pronounced effect of social closure on academic achievement.The effect of intergenerational closure depends on the resources embedded in the parent-teacher interaction and the parent-parent interaction. The higher the network resource,the more pronounced effect of intergenerational closure on academic achievement. Results from Chinese Educational Panel Study( 2013-2014) show that, the positive association between the degree of co-residence between parents and children and academic achievement is more pronounced for the middle-class family,but not significant for the working-class or peasant family. The positive association between the degree of parent-teacher interaction and parent-parent interaction and academic achievement is also most pronounced for the middle-class family and not significant for the peasant family. It is only the effects of parent-child interaction and parents' academic supervision that do not vary by family class background. These findings suggest that the positive influence of social capital on adolescent academic achievement declines with family social class. It helps to further clarify the role of social capital on intergenerational class reproduction.
Coleman 's social capital theory provides an important framework to explain adolescent 's academic achievement; yet existant Chinese research has paid limited attention to whether the relationship between social capital and academic achievement varies by family class background. We argue that the positive influence of social capital on academic achievement depends on family resources. The effect of parental involvement depends on family cultural capital. The higher the family cultural capital,the more pronounced effect of social closure on academic achievement.The effect of intergenerational closure depends on the resources embedded in the parent-teacher interaction and the parent-parent interaction. The higher the network resource,the more pronounced effect of intergenerational closure on academic achievement. Results from Chinese Educational Panel Study( 2013-2014) show that, the positive association between the degree of co-residence between parents and children and academic achievement is more pronounced for the middle-class family,but not significant for the working-class or peasant family. The positive association between the degree of parent-teacher interaction and parent-parent interaction and academic achievement is also most pronounced for the middle-class family and not significant for the peasant family. It is only the effects of parent-child interaction and parents' academic supervision that do not vary by family class background. These findings suggest that the positive influence of social capital on adolescent academic achievement declines with family social class. It helps to further clarify the role of social capital on intergenerational class reproduction.
引文
(1)谢爱磊、洪岩璧:《社会资本概念在教育研究中的应用---综述与评论》,《清华大学教育研究》2017年第1期。
(2)James,Coleman,“Social Capital in the Creation of Human Capital,”American Journal of Sociology 94(1988):95-120.
(3)刘保中、张月云、李建新:《家庭社会经济地位与青少年教育期望:父母参与的中介作用》,《北京大学教育评论》2015年第3期;赵延东、洪岩璧:《社会资本与教育获得---网络资源与社会闭合的视角》,《社会学研究》2012年第5期。
(4)刘保中、张月云、李建新:《家庭社会经济地位与青少年教育期望:父母参与的中介作用》,《北京大学教育评论》2015年第3期;李忠路、邱泽奇:《家庭背景如何影响儿童学业成就?---义务教育阶段家庭社会经济地位影响差异分析》,《社会学研究》2016年第4期。
(1)李晓晗、郑磊:《社会资本起作用吗?---农村家庭的代际闭合与儿童学业表现》,《教育学报》2016年第3期。
(2)刘精明:《中国基础教育领域中的机会不平等及其变化》,《中国社会科学》2008年第5期。
(3)James,Colem an,“Social Capital in the Creation of Hum an Capital,”American Journal of Sociology 94(1988):95-120.
(4)Gilberto Q Canchas,“Fam ily and Non-fam ily Roots of Social Capital Am ong Vietnam ese and Mexican Am erican Children,”Research in the Sociology of Education 13(2002):41-72;Kim berly Goyette and Yu X ie,“Educational Expectations of Asian Am erican Youths:Determ inants and Ethnic Differences.”Sociology of Education 72.1(1999):22-36.
(5)Chandra Muller and David Kerbow,“Parental Involvem ent in the Home,School,and Comm unity,”eds.B.Schneider&J.S.Colem an,Parents,Their Children and Schools(Boulder:WestviewPress,1993)13-39.
(6)Annete Lareau,Home Advantage:Social Class and Parental Intervention in Elementary Education(NewYork:Rowm an&Littlefield Publishers,2000).
(7)David P.Baker and David L.Stevenson,“Mothers’Strategies for Children’s School Achievem ent:Managing the Transition to High School,”Sociology of Education 59.3(1986):156-166;Wendy S.Golnick,and Maria L.Slowiaczek,“Parents’Involvem ent in Children’s Schooling:AMultidimensional Conceptualization and Motivational Model,”Child Development 65.1(1994):237-252;Linda P.Juang and Rainer K.Silbereisen,“The Relationship Between Adolescent Academic Capability Beliefs,Parenting and School Grades,”Journal of Adolescence 25.1(2002):3-18;Nancy.E.Hill and Dianna F.Tyson,“Parental Involvem ent in Middle School:A Meta-Analytic Assessm ent of the Strategies that Promote Achievem ent,”Development Psychology 45.3(2009):740-763.
(8)Tim othy Z.Keith,“Parent Involvem ent and Achievem ent in High School,”Advances in Reading/Language Research 5(1991):125-141.
(9)Phyllis Bronstein,Golda S.Ginsburg and Ingrid S.Herrera,“Parental Predictors of Motivational Orientation in Early Adolescence:A Longitudinal Study,”Journal of Youth and Adolescence 34.6(2005):559-575;Ann M.Milne,David E.Myers,Alvin S.Rosenthal,and Alan Ginsburg,“Single Parents,Working Mothers,and the Educational Achievem ent of School Children,”Sociology of Education 59.3(1986):125-139;Laura Walter Perna and Marvin A.Titus,2005.“The Relationship Between Parental Involvem ent as Social Capital and College Enrollm ent:An Exam ination of Racial/Ethnic Group Difference,”Journal of Higher Education 76.5(2005):485-491.
(10)Jam es Colem an,“Social Capital in the Creation of Hum an Capital,”American Journal of Sociology 94(1988):95-120.
(1)Suet-ling Pong,Lingxin Hao,and E.Gardner,“The Roles of Parenting Styles and Social Capital in the School Perform ance of Im m igrant Asian and Hispanic Adolescents,”Social Science Quarterly 86.4(2005):928-50;Laura Walter Perna and Marvin A.Titus,“The Relationship between Parental Involvem ent as Social Capital and College Enrollm ent:An Exam ination of Racial/Ethnic Group Difference,”Journal of Higher Education 76.5(2005):485-491.
(2)William J.Carbonaro,“A Little Help from My Friend’s Parents:Intergenerational Closure and Educational Outcomes,”Sociology of Education 71.4(1998):295-313;Glenn D.Israel,Lionel J.Beaulieu,and Glen Hartless,“The Influence of Family and Community Social Capital on Educational Achievem ent,”Rural Sociology 76.1(2001):1-29;Toby L.Parcel and Mikaela J.Dufur,“Capital at Home and at School:Effects on Child Social Adjustm ent,”Journal of Marriage and Family 63.1(2001):32-47.
(3)Anne C.Fletcher,Tracey H.Bridges,and Andrea G.Hunter,“Managing Children’s Friendships through Interparental Relationships:Role of Ethnicity and Friendship Context,”Journal of Marriage and Family 69.5(2007):1135-1149;Andrea G.Hunter,Christian A.Friend,Meeshay William s-Wheeler,and Anne C.Fletcher,“Race,Class,and Religious Differences in the Social Networks of Children and Their Parents,”Youth and Society 44.3(2012):450-475;Stephen L.Morgan and Jennifer J.Todd,“Intergenerational Closure and Academ ic Achievem ent in High School:A Evaluation of Colem an’s Conjecture,”Sociology of Education 82.3(2009):267-286.
(4)赵延东、洪岩璧:《社会资本与教育获得---网络资源与社会闭合的视角》,《社会学研究》2012年第5期。
(5)(9)李晓晗、郑磊:《社会资本起作用吗?---农村家庭的代际闭合与儿童学业表现》,《教育学报》2016年第3期。
(6)(8)刘保中、张月云、李建新:《家庭社会经济地位与青少年教育期望:父母参与的中介作用》,《北京大学教育评论》2015年第3期。
(7)李忠路、邱泽奇:《家庭背景如何影响儿童学业成就?---义务教育阶段家庭社会经济地位影响差异分析》,《社会学研究》2016年第4期。
(10)刘精明:《中国基础教育领域中的机会不平等及其变化》,《中国社会科学》2008年第5期。
(11)Paul DiMaggio,“Cultural Capital and School Success:The Im pact of Status Culture Participation on the Grades of U.S.High School Students,”American Sociological Review47.2(1982):189-201;Paul DiMaggio,and John Mohr,“Cultural Capital,Educational Attainm ent,and Marital Selection,”American Journal of Sociology 90.6(1985):1231-61.
(12)Annette Lareau,“Cultural Knowledge and Social Inequality,”American Sociological Review80.1(2015):1-27.
(13)仇立平、肖日葵:《文化资本与社会地位获得---基于上海市的实证研究》,《中国社会科学》2011年第6期;孙远太:《文化资本与不平等的代际传递---上海居民初中以上教育获得》,《甘肃行政学院学报》2010年第2期。
(1)Annette Lareau,“Invisible Inequality:Social Class and Childrearing in Black Fam ilies and White Fam ilies,”American Sociological Review67.5(2002):747-776;蓝佩嘉:《做父母、做阶级:亲职叙事、教养实作与阶级不平等》,《台湾社会学》2014年第27期。
(2)Andrew B.Kipnis,Governing Educational Desire:Culture,Politics,and Schooling in China(Chicago:U niversity of Chicago Press,2011).
(3)Peggy A.Kong,Parenting,Education,and Social Mobility in Rural China:Cultivating Dragons and Phoenixes(NewYork:Routledge,2015).
(4)Annete Lareau,Home Advantage:Social Class and Parental Intervention in Elementary Education(NewYork:Rowm an&Littlefield Publishers,2000).
(5)李国强:《家庭社会资本:家校合作的重要影响因素》,《中国教育学刊》2009年第11期。
(6)Peggy A.Kong,Parenting,Education,and Social Mobility in Rural China:Cultivating Dragons and Phoenixes(NewYork:Routledge,2015).
(7)Ailei X ie and Gerard A.Postiglione,“Guanxi and School Success:An Ethnographic Inquiry of Parental Involvem ent in Rural China,”British Journal of Sociology of Education 37.7(2015):1-20;Ailei X ie,Family Strategies,Guanxi and School Success in Rural China(London:Routledge,2016).
(8)J.Miller McP herson,Lynn Sm ith-Lovin,and Jam es M.Cook,“Birds of a Feather:Homophily in Social Networks,”Annual Reviewof Sociology 271.1(2001):415-444;边燕杰:《城市居民社会资本的来源及其作用:网络观点与调查发现》,《中国社会科学》2004年第3期。
(9)Anette Eva Fasang,William Mangino,and Hannah Bruckner,“Social Closure and Educational Attainm ent,”Sociological Forum 29.1(2014):137-164.
(10)蓝佩嘉:《做父母、做阶级:亲职叙事、教养实作与阶级不平等》,《台湾社会学》2014年第27期。
(1)(2)刘欣:《公共权力、市场能力与中国城市的中产阶层》,《中国研究》2008年第7~8期。
(3)X iaogang Wu and Donald J.Treiman,“Inequality and Equality under Chinese Socialism:The Hukou System and Intergenerational Occupational Mobility,”American Journal of Sociology 113.2(2007).
(1)Sun,Yongm in,“The Academ ic Success of East-Asian-Am erican Students-An Investm ent Model,”Social Science Research 27.4(1998):432-456.
(2)赵延东、洪岩璧:《社会资本与教育获得---网络资源与社会闭合的视角》,《社会学研究》2012年第5期。
(1)李晓晗、郑磊:《社会资本起作用吗?---农村家庭的代际闭合与儿童学业表现》,《教育学报》2016年第3期。
(1)李路路、朱斌:《当代中国的代际流动模式及其变迁》,《中国社会科学》2015年第5期;张桂金、张东、周文:《多代流动效应:来自中国的证据》,《社会》2016年第3期。
(2)Paul DiMaggio and Filiz Garip,“Network Effects and Social Inequality,”Annual Reviewof Sociology 38(2012):93-118.
(2)James,Coleman,“Social Capital in the Creation of Human Capital,”American Journal of Sociology 94(1988):95-120.
(3)刘保中、张月云、李建新:《家庭社会经济地位与青少年教育期望:父母参与的中介作用》,《北京大学教育评论》2015年第3期;赵延东、洪岩璧:《社会资本与教育获得---网络资源与社会闭合的视角》,《社会学研究》2012年第5期。
(4)刘保中、张月云、李建新:《家庭社会经济地位与青少年教育期望:父母参与的中介作用》,《北京大学教育评论》2015年第3期;李忠路、邱泽奇:《家庭背景如何影响儿童学业成就?---义务教育阶段家庭社会经济地位影响差异分析》,《社会学研究》2016年第4期。
(1)李晓晗、郑磊:《社会资本起作用吗?---农村家庭的代际闭合与儿童学业表现》,《教育学报》2016年第3期。
(2)刘精明:《中国基础教育领域中的机会不平等及其变化》,《中国社会科学》2008年第5期。
(3)James,Colem an,“Social Capital in the Creation of Hum an Capital,”American Journal of Sociology 94(1988):95-120.
(4)Gilberto Q Canchas,“Fam ily and Non-fam ily Roots of Social Capital Am ong Vietnam ese and Mexican Am erican Children,”Research in the Sociology of Education 13(2002):41-72;Kim berly Goyette and Yu X ie,“Educational Expectations of Asian Am erican Youths:Determ inants and Ethnic Differences.”Sociology of Education 72.1(1999):22-36.
(5)Chandra Muller and David Kerbow,“Parental Involvem ent in the Home,School,and Comm unity,”eds.B.Schneider&J.S.Colem an,Parents,Their Children and Schools(Boulder:WestviewPress,1993)13-39.
(6)Annete Lareau,Home Advantage:Social Class and Parental Intervention in Elementary Education(NewYork:Rowm an&Littlefield Publishers,2000).
(7)David P.Baker and David L.Stevenson,“Mothers’Strategies for Children’s School Achievem ent:Managing the Transition to High School,”Sociology of Education 59.3(1986):156-166;Wendy S.Golnick,and Maria L.Slowiaczek,“Parents’Involvem ent in Children’s Schooling:AMultidimensional Conceptualization and Motivational Model,”Child Development 65.1(1994):237-252;Linda P.Juang and Rainer K.Silbereisen,“The Relationship Between Adolescent Academic Capability Beliefs,Parenting and School Grades,”Journal of Adolescence 25.1(2002):3-18;Nancy.E.Hill and Dianna F.Tyson,“Parental Involvem ent in Middle School:A Meta-Analytic Assessm ent of the Strategies that Promote Achievem ent,”Development Psychology 45.3(2009):740-763.
(8)Tim othy Z.Keith,“Parent Involvem ent and Achievem ent in High School,”Advances in Reading/Language Research 5(1991):125-141.
(9)Phyllis Bronstein,Golda S.Ginsburg and Ingrid S.Herrera,“Parental Predictors of Motivational Orientation in Early Adolescence:A Longitudinal Study,”Journal of Youth and Adolescence 34.6(2005):559-575;Ann M.Milne,David E.Myers,Alvin S.Rosenthal,and Alan Ginsburg,“Single Parents,Working Mothers,and the Educational Achievem ent of School Children,”Sociology of Education 59.3(1986):125-139;Laura Walter Perna and Marvin A.Titus,2005.“The Relationship Between Parental Involvem ent as Social Capital and College Enrollm ent:An Exam ination of Racial/Ethnic Group Difference,”Journal of Higher Education 76.5(2005):485-491.
(10)Jam es Colem an,“Social Capital in the Creation of Hum an Capital,”American Journal of Sociology 94(1988):95-120.
(1)Suet-ling Pong,Lingxin Hao,and E.Gardner,“The Roles of Parenting Styles and Social Capital in the School Perform ance of Im m igrant Asian and Hispanic Adolescents,”Social Science Quarterly 86.4(2005):928-50;Laura Walter Perna and Marvin A.Titus,“The Relationship between Parental Involvem ent as Social Capital and College Enrollm ent:An Exam ination of Racial/Ethnic Group Difference,”Journal of Higher Education 76.5(2005):485-491.
(2)William J.Carbonaro,“A Little Help from My Friend’s Parents:Intergenerational Closure and Educational Outcomes,”Sociology of Education 71.4(1998):295-313;Glenn D.Israel,Lionel J.Beaulieu,and Glen Hartless,“The Influence of Family and Community Social Capital on Educational Achievem ent,”Rural Sociology 76.1(2001):1-29;Toby L.Parcel and Mikaela J.Dufur,“Capital at Home and at School:Effects on Child Social Adjustm ent,”Journal of Marriage and Family 63.1(2001):32-47.
(3)Anne C.Fletcher,Tracey H.Bridges,and Andrea G.Hunter,“Managing Children’s Friendships through Interparental Relationships:Role of Ethnicity and Friendship Context,”Journal of Marriage and Family 69.5(2007):1135-1149;Andrea G.Hunter,Christian A.Friend,Meeshay William s-Wheeler,and Anne C.Fletcher,“Race,Class,and Religious Differences in the Social Networks of Children and Their Parents,”Youth and Society 44.3(2012):450-475;Stephen L.Morgan and Jennifer J.Todd,“Intergenerational Closure and Academ ic Achievem ent in High School:A Evaluation of Colem an’s Conjecture,”Sociology of Education 82.3(2009):267-286.
(4)赵延东、洪岩璧:《社会资本与教育获得---网络资源与社会闭合的视角》,《社会学研究》2012年第5期。
(5)(9)李晓晗、郑磊:《社会资本起作用吗?---农村家庭的代际闭合与儿童学业表现》,《教育学报》2016年第3期。
(6)(8)刘保中、张月云、李建新:《家庭社会经济地位与青少年教育期望:父母参与的中介作用》,《北京大学教育评论》2015年第3期。
(7)李忠路、邱泽奇:《家庭背景如何影响儿童学业成就?---义务教育阶段家庭社会经济地位影响差异分析》,《社会学研究》2016年第4期。
(10)刘精明:《中国基础教育领域中的机会不平等及其变化》,《中国社会科学》2008年第5期。
(11)Paul DiMaggio,“Cultural Capital and School Success:The Im pact of Status Culture Participation on the Grades of U.S.High School Students,”American Sociological Review47.2(1982):189-201;Paul DiMaggio,and John Mohr,“Cultural Capital,Educational Attainm ent,and Marital Selection,”American Journal of Sociology 90.6(1985):1231-61.
(12)Annette Lareau,“Cultural Knowledge and Social Inequality,”American Sociological Review80.1(2015):1-27.
(13)仇立平、肖日葵:《文化资本与社会地位获得---基于上海市的实证研究》,《中国社会科学》2011年第6期;孙远太:《文化资本与不平等的代际传递---上海居民初中以上教育获得》,《甘肃行政学院学报》2010年第2期。
(1)Annette Lareau,“Invisible Inequality:Social Class and Childrearing in Black Fam ilies and White Fam ilies,”American Sociological Review67.5(2002):747-776;蓝佩嘉:《做父母、做阶级:亲职叙事、教养实作与阶级不平等》,《台湾社会学》2014年第27期。
(2)Andrew B.Kipnis,Governing Educational Desire:Culture,Politics,and Schooling in China(Chicago:U niversity of Chicago Press,2011).
(3)Peggy A.Kong,Parenting,Education,and Social Mobility in Rural China:Cultivating Dragons and Phoenixes(NewYork:Routledge,2015).
(4)Annete Lareau,Home Advantage:Social Class and Parental Intervention in Elementary Education(NewYork:Rowm an&Littlefield Publishers,2000).
(5)李国强:《家庭社会资本:家校合作的重要影响因素》,《中国教育学刊》2009年第11期。
(6)Peggy A.Kong,Parenting,Education,and Social Mobility in Rural China:Cultivating Dragons and Phoenixes(NewYork:Routledge,2015).
(7)Ailei X ie and Gerard A.Postiglione,“Guanxi and School Success:An Ethnographic Inquiry of Parental Involvem ent in Rural China,”British Journal of Sociology of Education 37.7(2015):1-20;Ailei X ie,Family Strategies,Guanxi and School Success in Rural China(London:Routledge,2016).
(8)J.Miller McP herson,Lynn Sm ith-Lovin,and Jam es M.Cook,“Birds of a Feather:Homophily in Social Networks,”Annual Reviewof Sociology 271.1(2001):415-444;边燕杰:《城市居民社会资本的来源及其作用:网络观点与调查发现》,《中国社会科学》2004年第3期。
(9)Anette Eva Fasang,William Mangino,and Hannah Bruckner,“Social Closure and Educational Attainm ent,”Sociological Forum 29.1(2014):137-164.
(10)蓝佩嘉:《做父母、做阶级:亲职叙事、教养实作与阶级不平等》,《台湾社会学》2014年第27期。
(1)(2)刘欣:《公共权力、市场能力与中国城市的中产阶层》,《中国研究》2008年第7~8期。
(3)X iaogang Wu and Donald J.Treiman,“Inequality and Equality under Chinese Socialism:The Hukou System and Intergenerational Occupational Mobility,”American Journal of Sociology 113.2(2007).
(1)Sun,Yongm in,“The Academ ic Success of East-Asian-Am erican Students-An Investm ent Model,”Social Science Research 27.4(1998):432-456.
(2)赵延东、洪岩璧:《社会资本与教育获得---网络资源与社会闭合的视角》,《社会学研究》2012年第5期。
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