摘要
Educational attainment is one of the main fields in inter-generational mobility studies. The key questions in this field are： what effect does family background have on children＇s educational attainment？ By what mechanisms is this effect produced？ How does this process evolve along with social and historical changes？ Since 1949 the Chinese educational system has undergone repeated drastic changes and the social structure has also been transformed from an egalitarian society under a planned economy to a pluralistic stratified society. What impact have these changes had on opportunities for educational attainment？ How have inequality in educational opportunities and the genera- tive mechanism behind it changed with all the above changes？ Based on a review and summing-up of existing literature, this paper tries to develop a conceptual framework forthe inter-generational transmission of educational inequality, describing and analyzing the situation and the contributing factors thereto, and then testing these with data from the 2003 China General Social Survey.
本文尝试提出一个代际教育不平等传递的理论分析框架,强调教育不平等产生机制、具体制度设计和社会状况背景三者间的联系。研究发现,恢复高考后,家庭教育背景成为改革初期教育不平等的主要原因;1992年以后社会分化加剧,教育体制受市场化的冲击,家庭阶层背景的效用呈现,教育不平等的产生机制转变为资源转化与文化再生产双重模式并存。其中特别值得注意的是,管理阶层的资源优势正逐步转化成其下一代的教育机会。如果这一进程得以顺利延续和扩展,那么社会分层结构很可能将因此而日益趋向固定化。
