转型期城市贫困家庭子女义务教育的比较研究
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摘要
家庭阶层背景与子女学业成就之间的关系,历来是代际流动研究密切关注的议题。本文从两个时段贫困家庭的比较研究入手,探讨社会转型期城市贫困家庭子女在义务教育阶段学业成就相比优势家庭处于明显劣势的深层原因。文章在对杭州市区贫困家庭子女所作的深度访谈、参与观察以及文本分析的田野研究基础上,发展和建构了本研究颇具新意的解释路径：①以宏观社会结构转型和教育体制改革为背景,看学校、家庭两个层面发生了怎样的变化,这些变化如何延续或加剧了贫困家庭子女教育机会获得的劣势地位；②由较为微观的文化教育观点的改变为线索,看教师和家长教育观念的变动如何影响了贫困家庭子女与学业相关的个人因素形成。即结构的和文化观念的变动作为两个并行的要素,直接导致了文章欲与求证的“转型导致贫困家庭子女学业更显劣势”的基本结论。
在宏观结构与微观观念的两条路径操作中,该研究分别用教育机会获得、家庭资源、及学校教育资源的支配操作了结构要素；用与学业相关的个人因素、教育预期、教育知识及教育选择观念等构成了文化要素。两条路径及其若干操作要素在两不同时段、两不同阶层的比较分析中形成了本研究的三个基本结论：①各阶层在家庭资源及家长教育观念上的分化、教育体系对优质教育机会的不平等分配,导致城市贫困家庭子女教育机会的劣势愈加显著；②家庭抚育功能和家庭教育观念的阶层差距扩大、教师对教育资源的不平等分配,导致城市贫困家庭子女与学业相关的个人因素劣势亦有所加剧；③受到教育机会和个人因素变化的共同影响,家庭阶层背景对子女学业表现的影响作用更为明显。
论文的经验研究部分以1990年代初和2000年代末两个时段的城市贫困家庭子女义务教育为案例,运用质性研究方法历时性地比较了改革初期(1978-1992年)和改革深化时期(1993年以后)社会结构和文化变化对城市贫困家庭资源、家庭抚育功能和家庭教育观念的影响,以及义务教育体制变化对学校和校外教育机会分配和教师教育资源分配观念的影响。在共时性地比较城市贫困家庭子女与优势阶层子女在各因素上的差异的基础上,历时性地比较两个时段中差异的变化,说明城市贫困家庭子女教育劣势的历时性变迁。因而比较分析为本论文理论观点的确立提供了方法基础。
研究结论表明,教育阶层差异除了结构与制度的解释路径,还存在关注主流文化中教育符号涵义变化的强文化范式解释路径。
The relation between family background and Children's academic performance is the hot topic which the intergenerational mobility research focused on. The paper based on the historical comparative study between urban poor families in two period of time, analyses the cause of academic performance difference between urban poor children and the upper middle class children. On the field work including in-depth interview, participative observation, and textual analysis with urban poor children in the downtown area of Hangzhou, the study develop and constitute innovative causal route:(1) In the macro context of social structure transition and educational system reform, what changes happened at the level of family and school, and how these changes continue or intensify the disadvantage of urban poor children in educational opportunities; (2) Following up the micro adjustment of educational value in the culture, how the change of educational concepts owned by teachers and parents impact directly on the shape of academic personal factors in urban poor children. The structural and cultural changes as two parallel influencing factors directly intensify the academic disadvantage of urban poor children in social transition, which the study tries to prove.
In the binary route of macro structure and micro cultural value, the study takes educational opportunity, family resource, and the distribution of school educational resource as the structural factors, and takes academic personal factors, educational expectation, educational knowledge, and the value in educational decision making as the cultural factors. Three empirical findings are presented by the historical comparision between different period of time and the horizontal comparision between different family background within structural and cultural factors:(1) The polarization of family resource and parent educational concepts between different social classes, and the unequal distribution of high-quality schooling opportunities exacerbate the disadvantage of urban poor children in educational opportunity distribution; (2) The extension of class gap in family child rearing function and educational concepts, and the unequal distribution of educational resource worsen the academic personal factors of urban poor children; (3) With the stratification of educational opportunities and academic personal factors, the family background plays more important role in children academic performance.
The empirical study takes the compulsory education of urban poor children in the early 1990s and the late 2000s as cases, uses the qualitative method to historically compare the influence of structural and cultural transition to the family resource, child rearing function and educational concepts of urban poor families, and the influence of compulsory education reform to the curriculum and extra-curriculum educational opportunities and the distribution of educational resource by teachers in the early market reform (1978-92) and the later market reform (post-1993). Based on the horizontal class differences between urban poor and upper middle class children on several factors, the study historically compares the change of class differences within two period of time, and demonstrates historical variance of the educational disadvantage of urban poor children. The comparison provides the foundation for the theoretical findings of the study.
The conclusion illustrates that the strong program of cultural sociology provides another causal explanation which focus on the transformation of the symbolic classification of education in the mainstream culture, beside the structural and institutional cause of educational class differences.
在宏观结构与微观观念的两条路径操作中,该研究分别用教育机会获得、家庭资源、及学校教育资源的支配操作了结构要素；用与学业相关的个人因素、教育预期、教育知识及教育选择观念等构成了文化要素。两条路径及其若干操作要素在两不同时段、两不同阶层的比较分析中形成了本研究的三个基本结论：①各阶层在家庭资源及家长教育观念上的分化、教育体系对优质教育机会的不平等分配,导致城市贫困家庭子女教育机会的劣势愈加显著；②家庭抚育功能和家庭教育观念的阶层差距扩大、教师对教育资源的不平等分配,导致城市贫困家庭子女与学业相关的个人因素劣势亦有所加剧；③受到教育机会和个人因素变化的共同影响,家庭阶层背景对子女学业表现的影响作用更为明显。
论文的经验研究部分以1990年代初和2000年代末两个时段的城市贫困家庭子女义务教育为案例,运用质性研究方法历时性地比较了改革初期(1978-1992年)和改革深化时期(1993年以后)社会结构和文化变化对城市贫困家庭资源、家庭抚育功能和家庭教育观念的影响,以及义务教育体制变化对学校和校外教育机会分配和教师教育资源分配观念的影响。在共时性地比较城市贫困家庭子女与优势阶层子女在各因素上的差异的基础上,历时性地比较两个时段中差异的变化,说明城市贫困家庭子女教育劣势的历时性变迁。因而比较分析为本论文理论观点的确立提供了方法基础。
研究结论表明,教育阶层差异除了结构与制度的解释路径,还存在关注主流文化中教育符号涵义变化的强文化范式解释路径。
The relation between family background and Children's academic performance is the hot topic which the intergenerational mobility research focused on. The paper based on the historical comparative study between urban poor families in two period of time, analyses the cause of academic performance difference between urban poor children and the upper middle class children. On the field work including in-depth interview, participative observation, and textual analysis with urban poor children in the downtown area of Hangzhou, the study develop and constitute innovative causal route:(1) In the macro context of social structure transition and educational system reform, what changes happened at the level of family and school, and how these changes continue or intensify the disadvantage of urban poor children in educational opportunities; (2) Following up the micro adjustment of educational value in the culture, how the change of educational concepts owned by teachers and parents impact directly on the shape of academic personal factors in urban poor children. The structural and cultural changes as two parallel influencing factors directly intensify the academic disadvantage of urban poor children in social transition, which the study tries to prove.
In the binary route of macro structure and micro cultural value, the study takes educational opportunity, family resource, and the distribution of school educational resource as the structural factors, and takes academic personal factors, educational expectation, educational knowledge, and the value in educational decision making as the cultural factors. Three empirical findings are presented by the historical comparision between different period of time and the horizontal comparision between different family background within structural and cultural factors:(1) The polarization of family resource and parent educational concepts between different social classes, and the unequal distribution of high-quality schooling opportunities exacerbate the disadvantage of urban poor children in educational opportunity distribution; (2) The extension of class gap in family child rearing function and educational concepts, and the unequal distribution of educational resource worsen the academic personal factors of urban poor children; (3) With the stratification of educational opportunities and academic personal factors, the family background plays more important role in children academic performance.
The empirical study takes the compulsory education of urban poor children in the early 1990s and the late 2000s as cases, uses the qualitative method to historically compare the influence of structural and cultural transition to the family resource, child rearing function and educational concepts of urban poor families, and the influence of compulsory education reform to the curriculum and extra-curriculum educational opportunities and the distribution of educational resource by teachers in the early market reform (1978-92) and the later market reform (post-1993). Based on the horizontal class differences between urban poor and upper middle class children on several factors, the study historically compares the change of class differences within two period of time, and demonstrates historical variance of the educational disadvantage of urban poor children. The comparison provides the foundation for the theoretical findings of the study.
The conclusion illustrates that the strong program of cultural sociology provides another causal explanation which focus on the transformation of the symbolic classification of education in the mainstream culture, beside the structural and institutional cause of educational class differences.
引文
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