教育机会均等研究的问题、因素与方法:《科尔曼报告》以来相关研究的分析
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摘要
《科尔曼报告》发表五十多年来,有关教育机会均等的研究持续不断,新成果不断涌现。通过对相关研究的分析发现:随着社会变革与教育事业的发展,人们对教育机会均等所涉及的问题的关注点已有所变化,对相关影响因素的研究视角不断扩展,研究方法不断多元化。其中,教育机会均等的概念已由入学机会均等扩展到结果均等,对教育机会均等影响因素的研究已由学校扩展到以家庭为核心的社会系统,进而在分析相关影响因素与学业成绩之间的关系基础上,深度挖掘社会制度、社会文化对教育的深层影响机理。未来,教育机会均等研究或将呈现契合教育环境的新内涵,促进教育机会均等的教育实践或将更加关注以学校教育为中心的协同变革;教育机会均等的研究或将更加注重多学科融合,这些都对我国的教育理论研究与实践带来新的启示。
Over the past 50 years since the publication of the Coleman Report,research on equality of educational opportunity has continued and new results have emerged.Through the analysis of relevant studies,the authors found that with the development of social change and education,people's attention to the issues related to the equal opportunities in education has changed;the research perspective on relevant influential factors has been expanded,and research methods have been diversified.Among them,the concept of equality of educational opportunity has been extended from equal opportunities to equal results.The research on the factors affecting the equality of educational opportunity has been extended from schools to family-centered social systems.Based on the analysis of the relationship between relevant influential factors and academic performance,we further explored the deep influence mechanism of social system and social culture on education.In the future,the equality of educational opportunity will present a new connotation that fits the educational environment.Educational practices that promote equal opportunities in education may focus more on school-centered collaborative change;and research on equal opportunities in education may focus more on multidisciplinary integration.All that have brought new implications for the research and practice of educational theory in China.
Over the past 50 years since the publication of the Coleman Report,research on equality of educational opportunity has continued and new results have emerged.Through the analysis of relevant studies,the authors found that with the development of social change and education,people's attention to the issues related to the equal opportunities in education has changed;the research perspective on relevant influential factors has been expanded,and research methods have been diversified.Among them,the concept of equality of educational opportunity has been extended from equal opportunities to equal results.The research on the factors affecting the equality of educational opportunity has been extended from schools to family-centered social systems.Based on the analysis of the relationship between relevant influential factors and academic performance,we further explored the deep influence mechanism of social system and social culture on education.In the future,the equality of educational opportunity will present a new connotation that fits the educational environment.Educational practices that promote equal opportunities in education may focus more on school-centered collaborative change;and research on equal opportunities in education may focus more on multidisciplinary integration.All that have brought new implications for the research and practice of educational theory in China.
引文
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[19]BUCHMANN,CLAUDIA,DENNIS J.CONDRON and VINCENT J.ROSCIGNO.Shadow Education,American Style:Test Preparation,the SAT and College Enrollment[J].Social Forces,2010,89(2):435-461.
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[30]BRAY,MARK.Blurring Boundaries:The Growing Visibility,Evolving forms and Complex Implications of Private Supplementary Tutoring[J].Orbis Scholae,2018(4):61-73.
[31]BUCHMANN,CLAUDIA,and BEN DALTON.Interpersonal Influences and Educational Aspirations in 12Countries:The Importance of Institutional Context[J].Sociology of Education,2002,75(2):99-102.
[32]BUCHMANN,CLAUDIA.Getting Ahead in Kenya:Social Capital,Shadow Education,and Research[J].The Sociology of Eduaction,2002(13):133-59.
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[35]MOSTELLER F.The Tennessee Study of Class Size in the Early School Grades[J].The Future of Children,1995,5(2):113-127.
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[37]GANGL,MARKUS.Causal Inference in Sociological Research[J].Annual Review of Sociology,2010(36):21-47.
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[41]JENCKS C,PHILLIPS M.The Black-White Test Score Gap[M].Washington,DC:Brookings Institution Press,1998:127.
[42]RIVKIN,STEVEN.Desegregation since the Coleman Report:Racial Composition of Schools and Student Learning[J].The Education digest,2016,82(5):26.
[43]GRISSMER D,FLANAGAN A,WILLIAMSON S.Why did the black-white score gap narrow in the 1970s and 1980s?[M].Washington,DC:Brookings,1998:182-226.
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