民族身份对少数民族教育获得的影响研究

The Effects of Ethnic Minority Identity on Educational Achievement

利用CSS2011数据构建有序probit模型,本文发现与汉族相比,少数民族身份没有显著地帮助少数民族整体获得更高层次教育。但是,就少数民族的世代纵向比较而言,越晚出生的世代越能获得更多的教育机会。平均意义上,出生于20世纪80年代的少数民族群体,其接受高等教育和高中阶段教育的机会分别为0.238、0.292,而50年代后一代人的机会仅仅为0.038、0.124。因此,应当继续落实当前已有的民族教育政策,扩大少数民族的高等教育和高中阶段教育供给;完善终身教育体系,为少数民族群体提供更多在职培训和继续教育机会;深化改革,消除教育过程的户籍不平等和性别歧视;发展民族地区经济,提高少数民族家庭收入,刺激少数民族家庭教育需求。

Using data from CSS2011 to build an Ordered Probit Model,we found that ethnic identity did not significantly help ethnic minority to attain higher education levels than those of the Han people.However,for longitudinal comparison among generations of ethnic minority,the generations of later born are more likely to access more educational opportunities.On average,the attain probability of higher education and high school education for ethnic minority that was born in the 1980 s is 0.2438 and 0.292,compared with the 0.038 and 0.124 from the generation in the 1950 s.Therefore,we should insist on those existing ethnic minority preferential policies to expand the supply of higher education and high school education for ethnic minority;we need improve lifelong education system to provide more On-the-job training and continuing education opportunities for ethnic minority.Meanwhile,we should not only deepen the reform to eliminate urban-rural inequality and gender discrimination in the education process,but also promote the economic growth in ethnic minority areas to improve the income of ethnic minority families and stimulate their educational needs.