当代西方教育成层理论的身心转向及其启示

The Physical and Mental Turn of Western Educational Stratification Theory and Its Enlightenment

教育成层研究是教育社会学研究的基本主题和传统研究领域。传统教育成层理论始终无法摆脱结构主义约束,忽视行动者身心的自我建构导致教育再生产机制的持续维系。当代西方教育成层理论从身心视域研究教育不平等的微观机制,既不同于教育再生产理论的宏观视角,也区别于抵制教育社会学的微观聚焦。教育成层的心理机制主要表现为基于情景定义基础之上自证效应和期望状态论以及学校教育遭遇的刻板印象,身体机制则体现为教育对象不良的健康状况和受贬低的行为习惯。西方教育成层理论的身心转向对当前我国教育改革追求有质量的公平,具有借鉴意义。针对教育不平等的身心机制,必须通过期望干预策略,弥补社会低收入家庭的文化资本和认知图式缺陷,提升其子女的教育成就动机,从微观层面确保社会低收入家庭子女的教育教学过程参与机会公平,使其拥有积极的心理期待。

The study of educational stratification is a basic theme and traditional research field of the sociology of education. Traditional education stratification theory can never get rid of structuralism constraints,and ignoring the physical and mental self-construction of actors will lead to the sustained maintenance of educational reproduction mechanism. The modern western educational stratification theory studies the micro mechanism of educational inequality from the perspective of research on the physicality and mentality,which is different from the macro perspective of the educational reproduction theory,and is also different from the micro focus of boycotting the sociology of education. Thepsychological mechanism of educational stratification is mainly based on the self-recognition effect,expectation state theory,and the stereotype of school education. The body mechanism is reflected in poor health condition and demeaning behavior habits of the object of education. The physical and mental turn of western education stratification is of reference value for the pursuit of quality fairness in the current education reform in China. As for the physical and mental mechanism of educational inequality,it is necessary to make up for the cultural capital and cognitive schema of the low income families through the expected intervention strategy,and to improve their children＇s educational achievement motivation. From the micro level,it is necessary to ensure that children in low-income families have the equal opportunities in the process of education,which will give them positive psychological expectations.