教育公平视角下流动儿童受教育质量的性别差异研究——以上海市小学为例

Gender Differences in Education Quality and Equity for Floating Children:A Case Study of Shanghai Primary Schools

如何促进教育公平尤其是流动儿童群体在学校教育中的性别公平是一个重要的问题。以流动儿童在上海市小学课堂教学中的师生互动及课堂表现的性别差异为切入点,分析导致流动儿童受教育过程性别差异的原因,以及影响不同性别儿童受教育质量差异的因素,有助于缩小流动儿童群体在城市学校教育中的性别差距。采用半结构式访谈及课堂观察等质性研究方法对上海市10所小学进行的实证研究显示:流动儿童群体尤其是低收入且以体力劳动为主家庭的流动儿童受教育质量的性别差异最大;这部分儿童所在家庭中传统的"重男"观念对儿童性别角色的社会化分工产生了初次影响,而学校教育和课堂教学过程中的师生互动与教师评价再次强化了其性别角色差异,并逐步导致学生课堂行为和受教育质量的性别差异。为缩小这一性别差距,除学校教育外,更需要流动人口提升对子女的家庭教育意识,加强与学校教育的沟通与合作。

Nowadays promoting equity is one of the fundamental values of China's educational policies.However,the issue of gender equity,especially gender differences in education,is still overlooked by national policies and school education,particularly for the group of floating children in urban primary schools. What is the status quo of the gender differences of floating children in schools today? Will the floating children influence the local classes in gender difference when they attend urban schools in megalopolis like Shanghai? And how? Does the group of floating children vary the same ways in gender difference as in social stratification? Is this gender difference relevant to the variation of school quality or school locations? Why is there the learning difference between boys and girls,etc? Based on the five dimensions of education quality by UNESCO( Learner,Environments,Content,Processes and Outcomes),we try to use learning process to explore and analyze the status quo of gender difference in Shanghai primary schools today,and then attempt to explain why the gender gap is so great in school education for the floating population in Shanghai urban primary schools.We selected ten primary schools in four different districts in Shanghai. Some schools are located in the city center,while others in the outskirt. We interviewed 55 teachers( including 36 female teachers and 19 male teachers) and conducted class observations( 100 lessons in all) in seven schools. In the process of data collection,using NVivo 9 and with the interviewees' permission,we recorded,decoded and analyzed all the data. Our findings show that the participation of floating children has influenced the local classes,especially on gender percentage in the schools and classes which more floating children attend. The percentage of the boys is bigger than that of the girls,especially for the families of floating workers. Also,the gender divide between boys and girls is big,as is reflected in student performance in class,teacher-student relationship,etc. When we try to explain the differences,we find that the traditional and patriarchal thought is still popular,especially in the families of floating children today. This patriarchal culture has solidified the social division of gender role first in family,then in school education it is reinforced and even reproduced through teacher-student interaction in the classroom. Thereby the processes of education seem to have widened the gender differences and even gender gap in terms of students' classroom behavior and academic performance. Finally,we suggest some solutions to narrow the gap,such as raising the parents' awareness of their children 's education,strengthing the home-school collaborations,as well as effective measures taken by schools.