过程多维性与出路阶层化:中国大学教育过程的公平性研究

Multi-Process and Outcome Stratification:On the Equality of the Chinese University Schooling Process

本文利用"首都大学生成长追踪调查"(BCSPS)数据,分析了城乡户籍、家庭背景因素对大学生学校过程及毕业出路的影响。结果表明,在学校过程方面,城乡大学生在学业成绩、校园表现、心理素质上差异不大,但在文化资本、毕业预期上差异明显,这种差异受家庭文化资本等背景因素影响;家庭背景在不同层次高校的影响存在异质性,家庭经济资本有利于非"211"高校学生争取更好的校园表现,而文化资本对"211"高校大学生心理状况影响更大。在毕业出路方面,国内研究生教育机会的分配相对公平,主要受学习成绩和综合表现影响。不过,海外留学机会获得受家庭文化资本和家庭收入影响明显,优势阶层的子女毕业深造选择空间更大。海外留学和留学归国人员规模快速增长对高等教育的主观公平性与民众阶层固化感的影响值得关注。

Chinese universities and college students have become increasingly differentiated. How do socioeconomic backgrounds affect student performance in school and outcomes after graduation？ Based on data from the Beijing College Students Panel Survey （BCSPS）, this paper examines the differences in schooling processes and outcomes among Chinese college students of different social origins. Results show that while students from rural and urban origins do not differ in academic performance, extra-curricular activities, and psychological traits, there are marked differences in cultural capital, expectations after graduation, and actual outcomes. Such differences vary by school types. While family economic capital benefits students from non-211 universities more than students from 211 universities in terms of school performance, family cultural capital seems to play an important role in affecting subjective wellbeing among students in 211 universities. As for placement after graduation, whether or not students continue domestic postgraduate education is determined primarily by students＇ academic and non-academic performance in school, however, family economic and cultural resources affect the likelihood of pursuing postgraduate degrees abroad. The boom of students studying abroad and their subsequent return home have profound implications on the equality of higher education and social stratification in contemporary China.