摘要
改革开放以来,中国的综合国力快速发展,社会生产力得到巨大解放,人们的生活水平显著提高。但是,经济改革又给人们带来了诸多困惑和诸多社会问题,其中最突出的社会问题就是社会不平等程度的严重恶化。在这种背景下,教育与社会分层和社会流动的关系等问题逐渐成为人们关注的热点。公平是衡量社会文明与进步的重要尺度,教育公平是社会公平的重要尺度。解决这一问题需要对学生的家庭背景与学业成绩的关系进行客观的量化研究,并在此基础上提出具有建设性的解决方案,以促进教育公平的实现。
第一章,绪论。提出研究问题,阐述研究意义,梳理研究文献,介绍研究方法和研究框架,界定相关概念,介绍抽样方法和样本人口学特征。本研究采用实证分析与规范分析相结合的方法;统计分析模型与几何直观模型相结合的方法;描述性统计与推断性统计相结合的方法。本研究采用国际标准统计软件SAS9.2编程实现算法,建立统计模型。
第二章,家庭背景与学业成绩的直接因果关系研究。本章首先采用描述性统计,展现不同家庭背景学生在语文、数学和英语科目上成绩的差异性。然后,采用多层线性模型计算出家庭背景因素在学业成绩差异中所占的比例。第三步,采用logistic回归,计算不同家庭背景学生进入普通高中和重点高中就读的机会差异。研究表明:家长的职业背景与子女学业成绩差异之间存在直接因果关系。家长的学历背景与子女学业成绩差异之间存在直接因果关系;家庭收入与子女学业成绩差异之间存在直接因果关系。家长的职业背景对子女普通高中入学机会有显著性影响。家长的学历背景对子女普通高中入学机会有显著性影响。家庭收入对子女普通高中入学机会有显著性影响。家长的职业背景对子女重点高中入学机会有显著性影响。家长的学历背景对子女重点高中入学机会有显著性影响。家庭收入对子女普通高中入学机会有显著性影响。
第三章,家庭背景与学业成绩的间接因果关系研究。间接因果关系研究的核心是中介因素的研究。根据理论分析和文献研究的结论,本文研究了三个中介因素:
中介因素之一:家庭课外补习。首先,设计了测量家庭课业补习的量表,并对量表进行了信度和效度检验。量表由三个因子构成:课外辅导班因子、家庭教师因子和家长辅导因子。然后采用非参数检验的方法分别考察家庭背景与家庭课业补习三个因子的关系,第三步,采用多元回归分析考察课业补习对学业成绩的影响。课外辅导班因子是家庭背景与学业成绩的中介因素。家庭教师因子是家庭背景与学业成绩的中介因素。家长指导是家庭背景与学业成绩的中介因素。
中介因素之二:物质环境。首先,设计了测量家庭学习物质环境的量表,并对量表进行了信度和效度检验。量表由三个因子构成:课外辅导书因子、工具书因子和电子产品因子。然后采用非参数检验的方法分别考察家庭背景与家庭物质环境三个因子的关系,第三步,采用多元回归分析考察学习物质环境对学业成绩的影响。课外辅导书因子是家庭背景与学业成绩的中介因素。工具书因子是家庭背景与学业成绩的中介因素。电子产品因子是家庭背景与学业成绩的中介因素。
中介因素之三:家长参与。首先,设计了测量家长参与的量表,并对量表进行了信度和效度检验。量表由三个因子构成:学业管理、教育氛围和教育期望。然后采用非参数检验的方法分别考察家庭背景与家长参与三个因子的关系,第三步,采用多元回归分析和典型相关分析考察家长参与对学业成绩的影响。教育氛围因子是家庭背景与学业成绩的中介因素。教育期望因子是家庭背景与学业成绩的中介因素。
第四章,采用SEM的方法,建立家庭背景、家庭教育因素(中介因素)和学业成绩的因果关系模型。家庭背景对学业成绩的直接影响效应小于家庭背景对学业成绩的间接影响效应。在课外辅导、物质环境和家长参与这三个因子中,家长参与对学业成绩的间接影响力最大。这说明学生良好成绩的取得,不仅需要家庭提供优越的学习环境和课外补习,最为重要的是家长能够为学生营造良好的家庭教育氛围,能够为子女提供情感支持,能够对学生在家的学习进行有效的管理。
第五章,结论及政策建议。首先,总结以上实证分析的结论。根据实证分析的结果,提出义务教育结果平等的理念和差别对待的原则,并提出促进教育公平的政策建议。
研究的理论意义:(1)社会分层理论是社会学家所热衷的研究领域,众多学术前辈对社会分层的标准进行了广泛的研究,我国学者根据当代中国的实际情况也提出了分类标准。本研究在分析社会分层的分类标准的基础上,构建当代中国视域下的学生家庭背景的指标体系。(2)西方教育“再生产理论”门派众多,但各执一词,相互批判。虽然各门派都有自己的分析视角和分析工具,但不免偏颇。本文在借鉴西方理论的基础上,结合中国实际,测量家庭背景对学业成绩影响的程度,揭示家庭背景是导致学生学业成绩差异的重要因素;寻求家庭背景导致学业成绩差异的中介因素,建构家庭背景影响学业成绩的作用机制,深化再生产理论内涵。(3)以往教育与社会分层问题的研究主要体现在社会学和经济学两大领域。虽然社会学和经济学凭借各自理论优势和量化方法取得了可喜的成绩,但是两大学科缺乏沟通与合作。本研究打破社会学和经济学的学科界限,综合运用社会学和经济学的分析方法和量化方法,在学科的融合上进行理论探索。
研究的现实意义:(1)对家庭的意义:使家长认识到家庭教育因素对学业成绩的重要作用,为家长采取有利于子女学习的措施提供借鉴。(2)对学校的意义:使学校认识到学生的学习成绩是学校与家庭共同生产的结果,为了提高学生的学业成绩,学校应该更积极关注处境不利学生的学习状况,通过学校的努力缩小因家庭背景导致的学业差异。(3)对政策的意义:政府对学生学业成绩的不平等状况有更加清醒的认识,并通过教育改革、教育立法等形式努力缩小因家庭背景导致的学业差异。
Since implemented the reform and opening polity,China's overall national strength has developed by a big margin, social productivity has got great liberation, and people's living standard has improved significantly.However, the reform has brought a lot of confusion and social problems.The most prominent social problem is the social inequality.In this context, the issues of education and social stratification have become the focus of attention of the people.social justice is an important measure of social civilization and progress.Educational justice is an important measure for social justice.This This dissertation adopts quantitative methods to research the causal relationship of family backgrounds and academic achievements, and puts forward constructive solutions to promote the educational justice.
The first chapter:introduction.This chapter explains the research meaning, introduces the research methods and research framework, defines the key concepts, introduces the methods of sampling and sample demographic characteristics.Methods of this study are a combination of empirical analysis and normative analysis, a combination of statistical analysis methods and geometric model methods,a combination of descriptive statistics and inferential statistics.This study adopts international standard statistical software SAS9.2to build up the statistical models.
The second chapter:study on direct causalities between family backgrounds and academic achievements.In this chapter, descriptive statistics are used firstly to show the differences of the academic achievements among different family backgrounds.Then,this chapter uses hierarchical linear model(HLM)to calculate the ratio of family background factors to the differences of academic achievements.The third step,this study uses logistic regression to calculate the different opportunity to enter high schools and the key high schools of students from different family background.Research results show that:there is a direct causal relationship between occupation backgrounds of parents and academic achievements of children.There is a direct causal relationship between educational backgrounds of parents and academic achievements of children.there is a direct causal relationship between family incomes and children's academic achievement.Parental occupational backgrounds have significant effects on the opportunities to enter ordinary high schools. Parental educational backgrounds have significants on opportunities to enter ordinary high schools.Family incomes have significant effects on opportunities to enter ordinary high schools. Parental occupational backgrounds have significant effects on the opportunities to enter key high schools. Parental educational backgrounds have significants on opportunities to enter key high schools.Family incomes have significant effects on opportunities to enter key high schools.
The third chapter:study on indirect causalities between family backgrounds and academic achievements. The core of indirect causality research is to find out intermediary factors. According to the conclusions of theoretical analysis and literature research,this paper studies the three mediating factors:
The first intermediary factor:family private tutoring.First of all, a scale is designed to measure the family private tutoring. Scale is composed of three factors:extra classes factor,tutors factor and parental guidance factor.Then,using nonparametric test,the causal relationship of family background and the factors of family private tutoring is studied. The third step is to analysis the effects of the family private tutoring on academic achievements using multiple regression.Extra classes factor is the intermediary factor of family backgrounds and academic achievements. Tutors factor is the intermediary factor of family backgrounds and academic achievements. Parental guidance factor is the intermediary factor of family backgrounds and academic achievements.
The second intermediary factonthe physical environment. First of all,a scale is designed to measure the family physical environment. Scale is composed of three factors:the curricular books factor,reference books factor and electronic products factor.Then,using nonparametric test,the causal relationship of family background and the factors of family physical environment is studied. The third step is to analysis the effects of the family physical environment on academic achievements using multiple regression.The curricular books factor is the intermediary factor of family backgrounds and academic achievements. The reference books factor is the intermediary factor of family backgrounds and academic achievements. The electronic products factor is the intermediary factor of family backgrounds and academic achievements.
The third intermediary factor:parental involvement.First of all,a scale is designed to measure parental involvement. Scale is composed of three factors:academic management factor,educational atmosphere factor and educational expectation factor.Then,using nonparametric test,the causal relationship of family background and the factors of parental involvement is studied. The third step is to analysis the effects of the family parental involvement on academic achievements using multiple regression. The educational atmosphere factor is the intermediary factor of family backgrounds and academic achievements. The educational expectation factor is the intermediary factor of family backgrounds and academic achievements.
The fourth chapter:use the SEM to build up the causality model of family backgrounds,family education factors(intermediary factors)and academic achievements. The direct impact indicator of family backgrounds on academic achievements is smaller than the indirect impact indicator of family background on the academic achievements.The impact indicator of parental involvement factor is bigger than the impact indicators of physical environment factor and private tutoring factor.The results show that in order to get academic success,parents should create a good family education environment for the students, provide emotional support to children,rather than only support superior learning environment and family private tutoring.
The fifth chapter,the conclusion and the policy suggestion. Firstly,analysis and summary of the above empirical conclusion. According to the results of empirical analysis, Dissertation puts forward policy suggestions.Finally,summarize the lack of the research and the prospect of future research.
The theoretical significance of the research:(1)the theories of social stratification is a hot research field for sociologists.Many academic predecessors put forward the views for social stratification standard.scholars in our country also put forward the classification standards according to the actual situation in contemporary China.Based on the analysis of the classification standards, this dissertation constructs the index system of the family backgrounds from the educational point of view in contemporary China.(2)There are many different scholars in the western educational reproduction theory field. Because different scholars have different theoretical basis and different analysis tools,these scholars debate with each other.This dissertation combines the western theories and the China's reality to measure the effects of family backgrounds on academic achievements,reveal the family backgrounds are important factors on student academic achievements,seek intermediary factors of family backgrounds on academic achievements,investigate action mechanism of family backgrounds on academic achievements,deepen the connotation of reproduction theory.(3)In previous studies for education and social stratification, there are two major areas in economy and sociology. The sociology and economy have their different theoretical advantages and different methods, and make gratifying achievements in different fields.But sociology and economy lack communication and cooperation.This dissertation breaks the boundaries of sociology and economy,adopts analysis methods and quantitative methods of sociology and economy together, explore the discipline integration between educational sociology and educational economy.
The practical significance of the research:(1) the study meaning for families:the parents may realize the importance of family education,realize the intermediary factors on academic achievements to help children improve academic performances.(2)The study meaning for schools:the teachers may realize achievements are the joint production results of the school and the family.In order to improve the academic performance of students, teaches should concern about the family educational factors of the disadvantaged students.The schools should narrow the gaps of students' academic achievements from different family backgrounds.(3)The study meaning for government:the government should have more sober understanding of achievement inequality from different family backgrounds,and reduce the academic differences from different family backgrounds through the education reform and education legislation.
引文
[1][美]戴维·格伦斯基.社会分层[M].北京:华夏出版社,2005:112.
[2][美]戴维·格伦斯基.社会分层[M].北京:华夏出版社,2005:113.
[3]李强.社会分层十讲[M].北京:社会科学文献出版社,2008:198.
[4][美]戴维·格伦斯基.社会分层[M].北京:华夏出版社,2005:137.
[5]李春玲,吕鹏.社会分层理论[M].北京:中国社会科学出版社,2008:120.
[6]戴维·格伦斯基.社会分层[M].北京:华夏出版社,2005:225.
[7]戴维·格伦斯基.社会分层[M].北京:华夏出版社,2005:230.
[8]戴维·格伦斯基.社会分层[M].北京:华夏出版社,2005:245.
[9][美]加里·斯坦利·贝克尔.家庭论[M].北京:商务印书馆,2005:215.
[10]戴维·格伦斯基.社会分层[M].北京:华夏出版社,2005:340-350.
[11][美]S·鲍尔斯,H·金蒂斯.美国:经济生活与教育改革[M].上海:上海教育出版社,1990:188-210.
[12]张人杰.国外社会学基本文选[M].上海:华东师范大学出版社,2009:46.
[13]谭光鼎.教育社会学:人物与思想[M].上海:华东师范大学出版社,2009:273.
[14]M.卡诺依.教育的联合生产[C]Carnoy,M编著.闵维方,等译.教育经济学国际百科全书.北京:高等教育出版社,2000:381.
[15]Rothman, S. (2003). The Changing Influence of Socioeconomic Status on Student Achievement: Recent Evidence from Australia. American Educational Research Association, Nisan, Chicago, 2003.
[16]Engin-Demir,C. (2009). Factors influencing the academic achievement of the Turkish urban poor. International Journal of Educational Development,29,(1):17-29.
[17][美]珍妮.H.巴兰坦.教育社会学[M].朱志勇等译.南京:江苏教育出版社,2011:90.
[18]Heyneman, S.& Loxley, W. (1989). The effect of primary school guality on academic achievement across twenty-nine high and lowincome countries. American Journal of Sociology, 88:1162-1194.
[19]OECD. (2005). Learning for tomorrow's world first results from PISA 2003. (No.9264007245).
[20]Chiu, M.M. (2007). Families, economies, cultures, and science achievement in 41 countries: country, school, and student level analyses. Journal of Family Psychology,21(3):510-519.
[21]Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement:the indirect role of parental expectations and the home environment. Journal of Family Psychology,19(2):294-304.
[221 Chevalier, A.& G., Lanot, (2002). The relative effect of family charasteristics and financial situation on educational achievement. Education Economics,10(2):166-180.
[23]Stevenson, D. L.,& Baker, D. P. (1992). Shadow education and allocation in formal schooling: transition to university in Japan. American Journal of Sociology,97(6):1639-1657.
[24]Fergany, N. (1994). Survey of access to primary education and acquisition of basic literacy skills in three Governorates in Egypt. Cairo:UNICEF:75.
[25]Japan, Ministry of Education, Science and Culture (1995). Japanese government policies in education, science and culture:new directions in school education—fostering strength for life. Tokyo:Ministry of Education, Science and Culture.
[26]Japan, Ministry of Education, Culture, Sports, Science and Technology (1999). Committee report from Council on Lifelong Education. Tokyo:Ministry of Education, Culture, Sports, Science and Technology.
[27]Canada, Council of Ministers of Education (2000). Science learning:the Canadian context—school achievement indicators program 1999. Toronto:Council of Ministers of Education, Canada.
[28]Baker, D. P., Akiba, M., LeTendre, G. K.,& Wiseman, A. W.(2001). Worldwide shadow education:outside-school learning, institutional quality of schooling, and cross-national mathematics achievement. Educational Evaluation and Policy Analysis,23(1):1-17.
[29]Bray, M. (1999). The private costs of public schooling:household and community financing of primary education in Cambodia. Paris:UNESCO International Institute for Educational Planning in collaboration with UNICEF:134-139.
[30]Kulik,J,A.(1994).Meta-analytic studies of findings on computer-based instruction.In E.L.Baker,and H.F.O'Neil,Jr.(Eds).Technology assessment in education and training.Hillsdale, NJ:Lawrence Erlbaum.
[31]Sivin-Kachala,J.(1998).Report on the effectiveness of technology schools,1990-1997.Software Publisher's Association.
[32][美]丹尼尔·U·莱文,瑞依娜·F·莱文.教育社会学[M].郭锋等译.北京:中国人民大学出 版社,2010:93.
[33]Grolnick,W.S.,& Benjet,C.1997. Predictors of Parent Involvement in Children's Schooling. Journal of Educational Psychology,89:538-549.
[34J Christensen, S. L.&Cleary, M.1990. Consultation and the Parent-education Partenership:A Perspective. Journal of Education and Psychological Consultation,1:219-241.
[35]Singh,K., Bickley, P.G., Keith, T.Z., Keith, P.B., Trivette, P.,& Anderson, E.1995. The Effects of Four Components of Parental Involvement on Eighth Grade Student achievement: structural Analysis NELS-88Date. School Psychology Review,24(2):299-377.
[36]John,W.,Fantuzzo,&Erin,T.2000.Stephanie Childs. Family Involvement Questionnaire:A Multivariate Assessment of Family Participation in Early Childhood Education. Journal of Educational Psychology,92 (2):367-389.
[37]Kinard, E. M,&Reinherz, H.1986. Effects of Marital Disruption on Children's School Aptitide and Achievement. Journal of marriage and the Family,48(2):285-297.
t38] Epstein,J.L.1990. School and Family Connections:Theory,Research, and Implications for intergrating Sociologies of Education and Family. Marriage & Family Review,99-126.
[39]Dornbusch,S.1986. Helping Your Kid Make the Grade.The Stan ford Magazing (summer).Palo Alto,CA.
[40]Sui-Chu, E.H.,& Willms, J.D.1996. Effects of parental Involvement on Eighth-grade Achievement.sociology of Education,69:126-141.
[41]Salerno,A.,& Fink, M.1992. Home/School Partnerships:Migrant Parent Involvement Report. Geneseo, NY:BOCES Geneseo Migrant Center.
[42]Clark, R.1993. Homework Parenting Practices that Positively Affect Student Achievement. In Chavkin, N.F. (Eds). Families and Schools in a Pluralistic Society, Albany:State University of New York Press,53-71.
[43]鲁洁,吴康宁.教育社会学[M].北京:人民教育出版社,1990:472—477.
[44]方长春,风笑天.家庭背景与学业成就[J].浙江社会科学.2008(8):47—55.
[45]刘精明.中国基础教育领域中的机会不平等及其变化[J].中国社会科学.2008(5):100-116.
[46]方长春,风笑天.阶层差异与教育获得——一项关于教育分流的实证研究[J].清华大学教育研究.2005(5):22-29.
[47]陈友华,方长春.社会分层与教育分流[J].社会学研究.2007(I):229-235.
[48]郭丛斌,闵维方.家庭经济和文化资本对子女教育机会获得的影响[J].高等教育研究.2006(11):24-31.
[49][澳]戴维·德沃斯.社会研究中的研究设计[M].郝大海译.北京:中国人民大学出版社,2008:33.
[50]Lindley,D.V.&A.F.M.Smith.1972.Bayes estimates for the linear model.Journal of the Royal Statistical Society.Vol.B34:1-41.
[51]Dempster,A..Laird.1977.Maximum likelihood estimation from incomplete data via the EM algorithm Journal of the Royal Statistical Society.Vol.B39:1-38.
[52]Dempster,A..Laird.,Rubin,D.B.&R.K.Trutakawa.1981.Estimation in covariance components models Journal of the American Statistical Association, Vol.76:341-353.
[531 Strenio,J.L.F.,H.I.Weisberg,&A.S.Bryk.1983.Empirical Bayes estimation of individual growth curve parameters and their relationship to covariates. Biometrcs.Vol.39:71-86.
[541 Goldstein H.1987.Multilevel Models in Educational and social Research.London:Griffin.
[55]Longford,N.T.1987.A fast scoring algorithm for maximum likelihood estimation in unbalanced mixed models with nested random effects.Biometrika,Vol.74:817-827.
[56]Heyneman, S.& Loxley, W. (1989). The effect of primary school guality on academic achievement across twenty-nine high and lowincome countries. American Journal of Sociology, 88:1162-1194.
[56][美]卡洛伊.教育经济学国际百科全书[M].闵维方译.北京:高等教育出版社,2000:389.
[57]李健宁.结构方程模型导论[M].合肥:安徽大学出版社,2003:43.
[58]侯杰泰,温忠麟,成子娟.结构方程模型及其应用[M].北京:教育科学出版社,2004:154--159.
[59]MacCallum, R. C.,& Hong, S. (1997). Power analysis in covariance structure modeling using GFI and AGFI. Multivariate Behavioral Research,32,193-210.
[60]易丹辉.结构方程模型方法与应用[M].北京:中国人民大学出版社,2008:127.
[61][美]罗尔斯.正义论[M].何怀宏译.北京:中国社会科学出版社,1988:302.
[62]汪习根.教育公平的法律保护研究[M].北京:中国社会科学出版社,2012:196-211.
[1][美]安德鲁.埃德加.哈贝马斯:关键概念[M].南京:江苏人民出版社,2009.
[2][美]巴利.社会正义论[M].曹海军译.南京:江苏人民出版社,2006.
[3][美]布劳.社会生活中的交换与权力[M].李国武译.北京:商务印书馆出版社,2008.
[4][美]彼得斯.政治科学中的制度理论:“新制度主义”[M].王向民等译.上海:上海人民出版社,2011.
[5][美]丹尼尔.U.莱文,瑞依娜.F.莱文.教育社会学[M].郭锋等译.北京:中国人民大学出版社,2010.
[6][美]德沃金.至上的美德:平等的理论与实践[M].冯克利译.南京:江苏人民出版社,2003.
[7][美]德沃金.原则问题[M].张国清译.南京:江苏人民出版社,2004.
[8][美]德沃金.认真对待权力[M].信春鹰译.上海:上海三联书店,2008.
[9][美]高山晟.经济学中的分析方法[M].刘振亚译.北京:中国人民大学出版社,2001.
[10][美]格伦斯基.社会分层[M].王俊等译.北京:华夏出版社,2005.
[11][美]霍克斯比.学校选择的经济学分析[M].刘泽云等译.北京:北京师范大学出版社,2007.
[12][美]杰里.宾格.亲子关系—家庭教育导论[M].郑福明等译.北京:高等教育出版社,2012.
[13][美]杰里,瑞尼.高级微观经济理论[M].王根蓓译.上海:上海财经大学出版社,2001.
[14][美]卡利尼克斯.平等[M].徐朝友译.南京:江苏人民出版社,2003.
[15][美]克博,H.R.社会分层与不平等:历史、比较、全球视角下的阶级冲突[M].上海:上海人民出版社,2012.
[16][美]克里夫·R·贝尔菲尔德.教育经济学[M].曹淑江等译.北京:中国人民大学出版社,2007.
[17][美]克里斯·希林·身体与社会理论[M].李康译.北京:北京大学出版社,2010.
[18][美]理合德.谢弗.社会学与生活[M].北京:世界图书出版公司,2010.
[19][美]罗尔斯.正义论[M].何怀宏译.北京:中国社会科学出版社,1988.
[20][美]罗尔斯.政治自由主义[M].万俊人译.南京:译林出版社,2000.
[21][美]米尔斯.权力精英[M].王崑等译.南京:南京大学出版社,2004.
[22][美]默顿.社会理论和社会结构[M].唐少杰等译.南京:译林出版社,2006.
[23][美]莫琳.T.哈里德.教育社会学手册[M].傅松涛等译.上海:华东师范大学出版社,2004.
[24][美]乔纳森.H.特纳.社会学理论的结构[M].邱泽奇等译.北京:华夏出版社,2006.
[25][美]W.理查德.斯科特.制度与组织—思想观念与物质利益(第3版)[M].北京:中国人民大学出版社,2010.
[26][美]W.理查德.斯科特,杰拉尔德.F.戴维斯.组织理论—理性、自然与开放系统的视角[M].高俊山译.北京:中国人民大学出版社,2011.
[27][美]s·鲍尔斯,H·金蒂斯.美国:经济生活与教育改革[M].上海:上海教育出版社,1990.
[28][美]斯沃茨.文化与权力[M].陶东风译.上海:上海译文出版社,2012.
[29][美]希特,米勒,科勒拉.组织行为学:基于战略的方法(原书第2版)[M].北京:机械工业出版社,2012.
[30][美]珍妮.H.巴兰坦.教育社会学[M].朱志勇等译.南京:江苏教育出版社,2011.
[31][英]贝磊.教育补习与私人教育成本[M].杨慧娟等译.北京:北京师范大学出版社,2007.
[32][英]比尔.卢卡斯.让家长走进学校[M].王漠琳译.北京:教育科学出版社,2012.
[33][法]布尔迪厄,帕斯隆.继承人:大学生与文化[M].邢克超译.北京:商务印书馆出版社,2002.
[34][法]布尔迪厄,帕斯隆.再生产:一种教育系统理论的要点[M].邢克超译.北京:商务印书馆出版社,2002.
[35][法]布尔迪厄.国家精英:名牌大学与群体精神[M].北京:商务印书馆出版社,2004.
[36][法]高宣扬.当代社会理论(上、下册)[M].北京:中国人民大学出版社,2005.
[37][法]高宣扬.当代政治哲学(上、下卷)[M]北京:人民出版社,2010.
[38][法]迈克尔.W.阿普尔.被压迫者的声音[M].罗燕译.上海:华东师范大学出版社,2008.
[39][法]皮埃尔.布迪厄.实践感[M].蒋梓骅译.南京:译林出版社,2012.
[40][德]贝克尔.家庭论[M].王献生等译.北京:商务印书馆,2005.
[41][德]迪尔凯姆.社会学方法的准则[M].狄玉明译.北京:商务印书馆出版社,1995.
[42][德]马克思.韦伯.经济与社会(上、下卷)[M].林荣远译.北京:商务印书馆出版社,1997.
[43][德]舒茨.社会世界的意义构成[M].游淙祺译.北京:商务印书馆出版社,2012.
[44][印]阿玛蒂亚.森.论经济不平等/不平等之再考察[M].王利文等译.北京:社会科学文献出版社,2006.
[45]陈曙红.中国中间阶层教育与成就动机[M].北京:中国大百科全书出版社,2007.
[46]成刚.中国高等教育成本结构研究[M].北京:北京师范大学出版社,2012.
[47]杜育红.教育发展不平衡研究[M].北京:北京师范大学出版社,2000.
[48]风笑天.独生子女—他们的家庭、教育和未来[M].北京:社会科学文献出版社,1992.
[49]风笑天.社会学研究方法(第三版)[M].北京:中国人民大学出版社,2009.
[50]高惠璇.统计计算[M].北京:北京大学出版社,1995.
[51]高惠璇.SAS系统SAS/STAT软件使用手册[M].北京:中国统计出版社,1997.
[52]郭丛斌.教育与代际流动[M].北京:北京大学出版社,2009.
[53]郝克明,周满生.终身教育经典文献[M].北京:高等教育出版社,2006.
[54]何晓群.实用同归分析[M].北京:高等教育出版社,2008.
[55]何晓群.应用多元统计分析[M].北京:中国统计出版社,2010.
[56]胡咏梅.学校资源配置与学生成绩关系:基于西部农村的实证分析[M].北京:教育科学出版社,2010.
[57]李春玲.断裂与碎片:当代中国社会阶层分化实证分析[M].北京:社会科学文献出版社,2005.
[58]李春玲,吕鹏.社会分层理论[M].北京:中国社会科学出版社,2008.
[59]李春玲,石秀印,杨雯.性别分层与劳动力市场[M].北京:中国社会科学出版社,2011.
[60]李强.社会分层十讲[M].北京:社会科学文献出版社,2008.
[61]李文利.从稀缺走向充足:高等教育的需求与供给研究[M].北京:教育科学出版社, 2008.
[62]刘海峰.中国考试发展史[M].武汉:华中师范大学出版社,2002.
[63]刘精明.转型时期中国社会教育[M].沈阳:辽宁教育出版社,2004.
[64]刘泽云,萧今.教育投资收益分析[M].北京:北京师范大学出版社,2009.
[65]鲁洁,吴康宁.教育社会学[M].北京:人民教育出版社,1990.
[66]卢现祥,朱巧玲.新制度经济学[M].北京:北京大学出版社,2007.
[67]吕达,周满生.当代外国教育改革著名文献[M].北京:人民教育出版社,2004.
[68]马和民.新编教育社会学[M].上海:华东师范大学出版社,2002.
[69]茆诗松,王静龙,濮晓龙.高等数理统计[M].北京:高等教育出版社,2006.
[70]牛凤瑞.城市学概论[M].北京:中国社会科学出版社,2008.
[71]漆书青.现代测量理论在考试中的应用[M].武汉:华中师范大学出版社,2003.
[72]石燕.独生子女家庭关系及其影响因素研究:以镇江市为例[M].镇江:江苏大学出版社,2011.
[73]孙绵涛.中国教育管理研究的现状与趋势[M].北京:北京师范大学出版社,2012.
[74]孙振球.医学统计学[M].北京:人民卫生出版社,2002.
[75]谭光鼎.教育社会学:人物与思想[M].上海:华东师范大学出版社,2009.
[76]王善迈.教育投资与产出研究[M].石家庄:河北教育出版社,1996.
[77]王松桂.线性模型引论[M].北京:科学出版社,2004.
[78]王伟宜.高等教育入学机会研究:社会阶层的视角[M].广州:广东高等教育出版社,2011.
[79]汪习根.教育公平的法律保护研究[M].北京:中国社会科学出版社,2012.
[80]温娇秀.教育机会与收入分配[M].上海:上海财经大学出版社,2012.
[81]吴康宁.教育社会学[M].北京:人民教育出版社,1990.
[82]吴克明.教育与劳动力流动[M].北京:北京师范大学出版社,2009.
[83]许庆豫,卢乃桂.教育分流论[M].南京:江苏教育出版社,2005.
[84]许晓东.定量分析方法[M].武汉:华中科技大学出版社,2008.
[85]薛新东.城镇居民医疗服务需求研究:基于全国9个城市的实证分析[M].北京:中国社会科学出版社,2012.
[86]杨雄.教育合作论:学校、家庭、社会“三位一体”育人体系研究[M].上海:上海人民出版社,2012.
[87]杨学为,廖平胜.考试社会学问题研究[M].武汉:华中师范大学出版社,2003.
[88]易丹辉.结构方程模型:方法与应用[M].北京:中国人民大学出版社,2008.
[89]殷红霞.我国农村家庭教育投资行为研究[M].北京:中国社会科学出版社,2010.
[90]余秀兰.中国教育的城乡差异——一种文化再生产现象的分析[M].北京:教育科学出版社,2004.
[91]余秀兰.社会弱势群体的教育支持[M].北京:中国劳动社会保障出版社,2007.
[92]张秉让.成人教育的使命与战略选择[M].北京:教育科学出版社,2010.
[93]张建卫.家长参与:家校协同的心理学研究[M].北京:首都师范大学出版社,2011.
[94]张人杰.国外教育社会学基本文选[M].上海:华东师范大学出版社,2009.
[95]中国共产党第十八次全国代表大会文件汇编[M].北京:人民出版社,2012.
[96]陈友华,方长春.社会分层与教育分流[J].社会学研究.2007(1):229-235.
[97]方长春,风笑天.家庭背景与学业成就[J].浙江社会科学.2008(8):47—55.
[98]方长春,风笑天.阶层差异与教育获得——一项关于教育分流的实证研究[J].清华大学教育研究.2005(5):22-29.
[99]郭丛斌,闵维方.家庭经济和文化资本对子女教育机会获得的影响[J].高等教育研究.2006(11):24-31.
[100]刘精明.中国基础教育领域中的机会不平等及其变化[J]中国社会科学.2008(5):100—116.
[1]Acock, A,C.,&Demo,D.H.1999. Dimensions of Family Conflict and Their Influence on Child and Adolescent Adjustment. Sociological inquiry,69(4):641-658.
[2]Baker, D. P., Akiba, M., LeTendre, G. K.,& Wiseman, A. W.(2001). Worldwide shadow education:outside-school learning, institutional quality of schooling, and cross-national mathematics achievement. Educational Evaluation and Policy Analysis,23(1):1-17.
[3]Bray, M. (1999). The private costs of public schooling:household and community financing of primary education in Cambodia. Paris:UNESCO International Institute for Educational Planning in collaboration with UNICEF:134-139.
[4]Canada, Council of Ministers of Education (2000). Science learning:the Canadian context—school achievement indicators program 1999. Toronto:Council of Ministers of Education, Canada.
[5]Chevalier, A.& G., Lanot, (2002). The relative effect of family charasteristics and financial situation on educational achievement. Education Economics,10(2):166-180.
[6]Chiu, M.M. (2007). Families, economies, cultures, and science achievement in 41 countries: country, school, and student level analyses. Journal of Family Psychology,21(3):510-519.
[7]Christensen, S. L.&Cleary, M.1990. Consultation and the Parent-education Partenership:A Perspective. Journal of Education and Psychological Consultation,1:219-241.
[8]Clark, R.1993. Homework Parenting Practices that Positively Affect Student Achievement. In Chavkin, N.F. (Eds). Families and Schools in a Pluralistic Society, Albany:State University of New York Press,53-71.
[9]Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement:the indirect role of parental expectations and the home environment. Journal of Family Psychology,19(2):294-304.
[10]Dornbusch,S.1986. Helping Your Kid Make the Grade.The Stan ford Magazing (summer).Palo Alto,CA.
[11]Engin-Demir,C. (2009). Factors influencing the academic achievement of the Turkish urban poor. International Journal of Educational Development,29,(1):17-29.
[12]Epstein,J.L.1990. School and Family Connections:Theory,Research, and Implications for intergrating Sociologies of Education and Family. Marriage & Family Review,99-126.
[13]Fergany, N. (1994). Survey of access to primary education and acquisition of basic literacy skills in three Governorates in Egypt. Cairo:UNICEF:75.
[14]Grolnick,W.S.,& Benjet,C.1997. Predictors of Parent Involvement in Children's Schooling. Journal of Educational Psychology,89:538-549.
[15]Heyneman, S.& Loxley, W. (1989). The effect of primary school guality on academic achievement across twenty-nine high and lowincome countries. American Journal of Sociology, 88:1162-1194.
[16]Japan, Ministry of Education, Culture, Sports, Science and Technology (1999). Committee report from Council on Lifelong Education. Tokyo:Ministry of Education, Culture, Sports, Science and Technology.
[17]Japan, Ministry of Education, Science and Culture (1995). Japanese government policies in education, science and culture:new directions in school education—fostering strength for life. Tokyo:Ministry of Education, Science and Culture.
[18]John,W.,Fantuzzo,&Erin,T.2000.Stephanie Childs. Family Involvement Questionnaire:A Multivariate Assessment of Family Participation in Early Childhood Education. Journal of Educational Psychology,92 (2):367-389.
[19]Kinard, E. M,&Reinherz, H.1986. Effects of Marital Disruption on Children's School Aptitide and Achievement. Journal of marriage and the Family,48(2):285-297.
[20]Kulik,J,A.(1994).Meta-analytic studies of findings on computer-based instruction.In E.L.Baker,and H.F.O'Neil,Jr.(Eds).Technology assessment in education and training.Hillsdale, NJ:Lawrence Erlbaum..
[21]OECD. (2005). Learning for tomorrow's world first results from PISA 2003. (No.9264007245).
[22]Rothman, S. (2003). The Changing Influence of Socioeconomic Status on Student Achievement:Recent Evidence from Australia. American Educational Research Association, Nisan, Chicago,2003.
[23]Salerno,A.,& Fink, M.1992. Home/School Partnerships:Migrant Parent Involvement Report. Geneseo, NY:BOCES Geneseo Migrant Center.
[24]Singh,K., Bickley, P.G., Keith, T.Z., Keith, P.B., Trivette, P.,& Anderson, E.1995. The Effects of Four Components of Parental Involvement on Eighth Grade Student achievement: structural Analysis NELS-88Date. School Psychology Review,24(2):299-377.
[25]Sivin-Kachala,J.(1998).Report on the effectiveness of technology in schools,1990-1997.Software Publisher's Association.
[26]Stevenson, D. L.,& Baker, D. P. (1992). Shadow education and allocation in formal schooling:transition to university in Japan. American Journal of Sociology,97(6):1639-1657.
[27]Sui-Chu, E.H.,& Willms, J.D.1996. Effects of parental Involvement on Eighth-grade Achievement.sociology of Education,69:126-141.