学业成就获得的城乡差异研究——基于首都大学生成长追踪调查的实证分析
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摘要
在人力资本理论视角下,运用首都大学生成长追踪调查的数据,分析社会经济地位、学校和专业类型、学生参与、人际关系在城乡大学生获得学业成就过程中不同的作用机制。研究发现:(1)社会经济地位对学业成就的直接影响弱化,但家庭收入层次对农村学生成绩排名发挥负向影响;(2)城市学生在人文社科专业具有优势,这也是当前教育不公平的体现;(3)社会实践对学业成就的获得产生正向影响,城市学生在社会实践方面更有优势;(4)城市学生的师生关系优于农村学生,这间接显示了城市学生更强的人际交往能力。农村学生人力资本的生产机制可能使他们在将来的竞争中处于不利地位,降低农村家庭的教育期待,加剧教育不公平和阶层固化的趋势。研究结果为后续有关教育公平和城乡学生差距的研究提供了参考。
Based on human capital theory,using data from Beijing College Students Panel Survey,this study analyzes different mechanisms for urban and rural students obtaining academic achievement.Key findings are summarized as follows:(1)the direct effect of socioeconomic status on academic achievement is weakening,while the household income exerts negative impact on academic achievement of rural students;(2)urban students majoring in humanities and social sciences are in more favorable positions than rural students;(3)social practice exerts positive effects on academic achievement,and students from urban areas hold more advantages;(4) the student-teacher relationship of urban students is better than rural students,which reflects stronger capabilities of urban students in terms of interpersonal relationship.The production mechanism of human capital for rural students may place them in a disadvantageous position in future competition,bring down their family's educational expectations,and aggravate education inequality and class solidification.Our study may provide clues for future research about educational equality and gap between rural and urban students.
Based on human capital theory,using data from Beijing College Students Panel Survey,this study analyzes different mechanisms for urban and rural students obtaining academic achievement.Key findings are summarized as follows:(1)the direct effect of socioeconomic status on academic achievement is weakening,while the household income exerts negative impact on academic achievement of rural students;(2)urban students majoring in humanities and social sciences are in more favorable positions than rural students;(3)social practice exerts positive effects on academic achievement,and students from urban areas hold more advantages;(4) the student-teacher relationship of urban students is better than rural students,which reflects stronger capabilities of urban students in terms of interpersonal relationship.The production mechanism of human capital for rural students may place them in a disadvantageous position in future competition,bring down their family's educational expectations,and aggravate education inequality and class solidification.Our study may provide clues for future research about educational equality and gap between rural and urban students.
引文
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[10]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[J].社会学研究,2016(4):121-147.
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[13]帕特南.我们的孩子[M].田雷,宋昕,译.北京:中国政法大学出版社,2017.
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[15]ASTIN A W.Student Involvement:A Developmental Theory for Higher Education[J].Journal of College Student Personnel,1984,25(4):297-308.
[16]张凌.中学生学业成就的影响因素研究[J].教育学报,2016(6):98-103.
[17]ASTIN A W.Achieving Educational Excellence:A Critical Assessment of Priorities and Practices in Higher Education[M].San Francisco:Jossey Bass,1985:23.
[18]李路路.中国大学生成长报告2015[M].北京:中国人民大学出版社,2015.
[19]刘精明.转型时期中国社会教育[M].沈阳:辽宁教育出版社,2004.
[2]庞胜民.市场转型、教育分流与中国城乡高等教育机会不平等(1977-2008):兼论重点中学制度是否应该为城乡高等教育机会不平等买单[J].社会,2016,36(5):155-175.
[3]边燕杰,肖阳.农村大学生的职业生涯机遇--基于全国综合社会调查的实证分析[J].西安交通大学学报(社会科学版),2015,129(35):1-8.
[4]张旭路,蒋承,李利利.大学生就业的城乡差异研究---基于全国高校抽样调查数据[J].兰州大学学报(社会科学版),2016,189(2):170-177.
[5]贝克.人力资本[M].陈耿宣,等,译.北京:机械工业出版社,2016.
[6]NEE V.A Theory of Market Transition:From Redistribution to Markets in State Socialism[J].American Sociological Review,1989,54(5):663-681.
[7]吴晓刚.中国当代的高等教育、精英形成与社会分层---来自“首都大学生成长追踪调查”的初步发现[J].社会,2016,36(3):1-31.
[8]陈成文,谭日辉.人力资本与大学毕业生就业关系---基于2003、2004届大学毕业生的实证研究[J].高等教育研究,2004(6):31-35.
[9]蒋承,孙海杰,罗尧.本科生学业成就的影响因素分析[J].教育发展研究,2015(19):21-27.
[10]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[J].社会学研究,2016(4):121-147.
[11]NSSE.NSSE survey instrument[EB/OL].[2017-02-15].http://nsse.indiana.edu/html/survey_instruments.cfm.
[12]BLAU P M,DUNCAN O D.The American occupational structure[J].American Journal of Sociology,1967,33(2):296.
[13]帕特南.我们的孩子[M].田雷,宋昕,译.北京:中国政法大学出版社,2017.
[14]李忠路.家庭背景、学业表现与研究生教育机会获得[J].社会,2016,36(3):86-109.
[15]ASTIN A W.Student Involvement:A Developmental Theory for Higher Education[J].Journal of College Student Personnel,1984,25(4):297-308.
[16]张凌.中学生学业成就的影响因素研究[J].教育学报,2016(6):98-103.
[17]ASTIN A W.Achieving Educational Excellence:A Critical Assessment of Priorities and Practices in Higher Education[M].San Francisco:Jossey Bass,1985:23.
[18]李路路.中国大学生成长报告2015[M].北京:中国人民大学出版社,2015.
[19]刘精明.转型时期中国社会教育[M].沈阳:辽宁教育出版社,2004.