家庭背景对学生高等教育选择的影响——以云南不同经济发展水平地州市5所中学为例

The Influence of the Family Background on the Higher Education Choices:Based on the Survey in Five Senior High Schools in Different Economic Development Level in Yunnan

家庭经济收入水平、父母期望、父母职业及学历,作为家庭背景的重要因素对子女教育选择产生着主要影响。以云南省不同经济发展水平地州市的5所高中890名高三学生为研究样本,研究显示:高中毕业后上大学依然是高三学生的主流分流意向,家庭经济收入水平对高三学生高等教育选择影响较小;社会资助等渠道可以解决了上大学的费用问题,但学生担心上大学是"高成本""高就业风险"的风险投资而选择放弃高考;家庭中父母亲对子女的学历期望对孩子的高等教育选择影响较大,就职业及学历而言,父亲对孩子的影响比母亲大。"没钱也要上且能上大学"暗示教育分流不合理让社会分工失灵,"能上大学也不上"暗示高等教育的社会流动功能无处发挥。高等教育机会公平需要政府的政策保障,让低收入群体的文凭发挥功效;父母高期望还需妙招指导孩子才能成才。

Family income,parental expectations,parents’occupations and their formal schooling back-ground are some of the important factors of family background which have a profound effect on a family’s educa-tion choices for its children.Based on the research sample of 890 grade-three students of senior high schools （SHSs）from 5 high schools of 5 areas with different economic development levels in Yunnan Province,the present paper shows,the mainstream of the choices for the grade-three students of the SHSs is still going to college,and family income level has little influence on the choices of higher education（HE）for the students of SHSs;by means of social support,the students can solve the problem of HE expenses,but they choose to give up the national university admission （the NUAE ）worrying that the university is a risky investment of “high cost”and “high risk of unemployment;”the parental expectations of their children’s higher education have a greater impact on the children;as far as vocational and academic qualifications are concerned,the father has greater influence on the children than that of the mother.The fact that “the needy students can also go to col-lege”implies that unreasonable education split-flowing leads to unreasonable social division of labor and the＆amp;nbsp;fact that “unwilling to go to college even if they can pay for it”implies that the social mobility function of HE is null and void.The equal access to higher education requires the support of the government’s policies to make the “diploma”function of the low-income groups work.Parents need strategies and measures to guide their high expectations of the children so that they can reach their goals.