社会出身与教育获得——基于CGSS 70个年龄组数据的历史考察

Social Origins and Educational Attainment: A Historical Analysis Based on 70 Birth Cohorts from CGSS Datasets

社会出身对人们教育获得的影响受制于人们所处的社会情境。在中国最近几十年的社会变迁过程中,社会出身,或者说先赋性因素对人们的教育获得的影响经历了怎样的历史变化?对CGSS 70个年龄组教育获得过程的考察表明,先赋性因素影响作用的历史变动过程在一定程度上表现出了基于重大事件的历史分期特征和从"平均主义"模式转向"自由竞争"模式的特征。本研究还显示,以往的模式转换和重大事件历史分期假定并不能充分描绘先赋性因素对教育不平等影响作用的历史变迁过程,在得到普遍关注的宏观过程之外,可能还存在着被忽略的、同样作用于教育不平等形成的结构性因素。社会变迁过程对于教育不平等的影响有待更为细致的检验。

The impact of social origins on educational attainment depends on the social context in which people live. How does the impact of social origins or ascribed factors on peoples' education change with the social change of China in recent decades? Analysis of CGSS data from 70 birth cohorts shows that some characteristics of the changing effect of ascribed factors on educational inequality can be described by the hypothesis of historical stages of big events and the hypothesis of transformation from the socialist egalitarian model to a liberal competitive model. However,these two hypotheses cannot sufficiently explain the historical process of educational inequality. The result of our study indicates that several structural factors that affect educational inequality have been overlooked by existing research. More research is needed to explore the impact of macro social change on the mechanism of educational inequality.