家庭文化资本对中小学生参与非学科类校外培训的影响——基于广州市调查数据的实证研究

The Influence of Family Cultural Capital on Primary and Middle School Students’Participation in Non-academic Off-campus Tutoring:an Empirical Study Based on the Survey Data of Guangzhou City

根据广州市调查数据,运用多元线性回归分析、卡方检验等方法,探讨了不同家庭文化资本对中小学生参与非学科类校外培训的影响。结果表明:中小学生参与非学科类校外培训受家庭文化资本的影响显著;除父亲教育期望外,其他家庭文化资本对参与非学科类校外培训有显著影响;母亲职业、母亲教育期望和父亲教育期望对参与类型存在显著影响;家庭藏书量、母亲受教育程度、父亲受教育程度、父亲职业对每周的培训时长及每学期的培训花费存在显著影响,父亲教育期望也对每学期的培训花费存在显著影响。家庭文化资本通过影响学生的培训参与而间接影响教育公平,为贯彻“双减”政策,增加学生获取高质量教育的机会,须从增强家长参与意识、提高学校课后服务质量、强化政府全局统筹安排等方面入手,以有效发挥家校社协同育人机制。

According to the survey data of Guangzhou City,the influence of different family cultural capital on primary and middle school students’participation in non-academic off-campus tutoring is explored by means of multiple linear regression analysis and Chi-square test.The results show that the participation of primary and middle school students in non-academic off-campus tutoring is significantly influenced by family cultural capital.In addition to the father’s educational expectation,other family cultural capital has a significant influence on the participation of non-academic off-campus tutoring.Mother’s occupation,mother’s educational expectation and father’s educational expectation have a significant influence on the participation type.The amount of books in the family,the educational level of the mother,the educational level of the father and the occupation of the father have a significant influence on the weekly tutoring time and the tutoring cost per semester.Father’s educational expectation also has a significant influence on the tutoring cost per semester.Family cultural capital indirectly influences educational equity by influencing students’participation in tutoring.In order to implement the“double reduction”policy and increase students’access to high-quality education,it is necessary to enhance parents’awareness of participation,improve schools’after-school service quality,and strengthen the government’s overall planning and arrangement,so as to effectively bring the family-school-community collaborative education mechanism into play.