弱势学生群体重点高校入学机会获得研究:基于扎根理论的探索性分析

Access to Key Colleges and Universities for Disadvantaged Students:An Exploratory Analysis Based on the Grounded Theory

本文借助扎根理论,通过多案例研究探寻弱势学生群体重点高校入学机会获得的现实机制,并力图将价值信念对学生学业表现的影响纳入分析范畴,构建弱势学生群体重点高校入学机会获得的“4S”互动模型。研究发现,个人特质、家庭环境、学校教育、社会支持等均可成为弱势学生群体在不利处境下实现“学业逆袭”的保护性因素。其中,学生与家庭、学校、社会构成的一种“松散联结”的互动关系,使个体在“内化外在文化图式为自身价值信念并将其转化为行动”的过程中产生了分化,形成了场独立、场依存、场迷失三种不同类型的个人特质,直接左右着他们基础教育阶段的学业表现,最终影响了他们重点高校入学机会的获得。

With the help of the grounded theory,this research attempts to find out the realistic mechanism of access to key colleges and universities for disadvantaged students,and tries to bring the influence of value belief on students’academic performance into the category of analysis,so as to construct a“4S”interactive model of access to key colleges and universities for disadvantaged students.It is found that the personal characteristics,family environment,school education and social support can be the protective factors for disadvantaged students to achieve“academic counterattack”under unfavorable circumstances.Students form a“loose interactive”relationship with their families,schools and society,which makes them different in the process of“turning external cultural schemata into their own beliefs and actions”.This allows them to develop three types of personal characteristics:field independence,field dependence and field loss,which are directly related to their academic performance in the stage of basic education and ultimately affect their access to key colleges and universities.