我为什么不是“读书的料”:低阶层学业不佳学生的制度性自我否定

“Why I'm Not Born to Learn It”:Institutional Self-denial of Lower Class Underachieving Students

“我不是‘读书的料’”是低阶层学业不佳学生自我否定的主体性表达,是他们对“差生”身份认同的个体认知。这种制度性自我否定既是社会结构和制度限制下所形成的自弃文化,也是低阶层个体参与社会再生产的主要表现。本研究以社会排斥为视角,通过参与式观察揭示了从学校教育排斥到个体自我责任的转化机制,包括荣誉机制、等级机制、空间机制以及师生互动机制,并以此为“中介”,呈现了低阶层学业不佳学生在自我放弃之前的一系列制度性自我否定,包括“应该的”制度认同、“我不敢”的心理状态、“我不行”的自我评定以及“无所谓”的意义转移四种形态。

“Why I'm not born to learn”is the subjective expression of self-denial of lower class underachieving students,and it is the individual perception of their identity as“awful students”.This institutional self-denial is both a culture of self-abandonment developed under the constraints of social structures and institutions,and a major manifestation of the participation of lower class individuals in social reproduction.This study uses social exclusion as perspectives,revealing the mechanisms of change from schooling exclusion to individual self-responsibility through participatory observation,including mechanisms of honor,hierarchy,space,and teacher-student interaction.It also serves as a“mediator”to present a series of institutional self-denial of lower class students before they choosing self-a band on ment,including the four forms of the institutional identification of“should be”,“I dare not”psychological state,“I can't”self-assessment,and“indifferent”meaning transfer.