教育中的户籍隔离与教育期望——基于CEPS 2014数据的分析

Education Segregation and Educational Aspiration under China's Household Registration System: A Study Based on CEPS 2014

本研究使用CEPS 2014数据,考察了我国当前户籍制度下教育隔离的现状以及教育隔离与教育期望的关系,并尝试验证心理健康状态在其中的中介作用。研究发现,当前我国教育中存在户籍隔离现象。根据认知能力差异对样本进行分类后可得,教育隔离及心理健康的中介作用仅对正常认知能力学生具有影响,对低认知能力学生不具有显著影响。在正常认知能力学生当中,教育中的户籍隔离影响学生的教育期望,心理健康的中介效应存在。进一步的,一定程度的户籍融合在有利于异地就读学生的同时,对本地就读学生没有明显影响,进而有利于学生的总体表现。

Based on the data of China Education Panel Survey( CEPS) 2014,this paper studies the condition of education segregation and its relation with educational aspiration,under the Household Registration( Hukou) System of China. The influence of mental health is also tested as the mediating mechanism. This study reveals that education segregation exists and has effects on educational aspiration of the students in elementary schools of China, and the effect only exists in students with normal cognitive ability. The relation of such education segregation and educational aspiration is in inverse Ushape, which indicates that certain degree of education integration is beneficial to overall students. Mental health is also verified to be a mediating mechanism in this relation. In addition,the students who are registered at local schools are not obviously influenced by the degree of segregation,but the students who are not registered at local schools are sensitive to the degree of segregation. This paper further argues that certain degree of education integration could benefit the students in general,through benefiting the students without local residency while not influencing the students with local residency.