摘要
使用中国教育追踪调查(CEPS) 2013-2014学年基线数据,本文探讨了不同类型文化资本对中学生学业成就的作用,以及该作用在我国不同阶层之间的异质性问题。研究发现:(1)文化资本对学业成就仅具有有限作用;(2)文化资本诸类型产生的作用有所不同:制度化文化资本有显著的正面作用,客体化文化资本没有显著作用,而与高雅文化有关的身体化文化资本甚至有显著负面作用;(3)文化资本的作用存在阶层差异。家庭社会经济地位越高,文化资本的正面作用越大,负面作用越小。上述结果表明,文化再生产模型适合解释当前中国教育分层,同时不可高估文化资本对学业成就和教育获得的作用。
Based on the data from"China Educational Panel Survey"(2013-2014),this paper analyses the differences of the impacts of various cultural capitals on the middle-school students academic achievement and the differences of the impacts among social strata in China.It shows that cultural capitals have merely limited impact on school achievement.Moreover,various cultural capitals have different impacts:institutionalized cultural capital has a positive impact in academic achievement,objectified cultural capital has no impact,whereas embodied cultural capital relating to highbrow culture has a negative impact.Meanwhile,among the upper middle class families,the positive effects of cultural capitals tent to be bigger while the negative effects tent to be smaller.The findings show that the Cultural Reproduction Model is suitable in explaining the educational stratification in China.Meanwhile,the effect of cultural capital on school achievement and educational attainment shouldn t be overestimated.
作者
马洪杰
张卫国
Hongjie Ma;Weiguo Zhang(Marxism institute, China University of Geosciences, Wuhan, Hubei, China,430074)
出处
《教育与经济》
CSSCI
北大核心
2019年第1期25-34,共10页
Education & Economy
基金
国家社科基金青年项目"社会再生产机制与弱势阶层子女的向上流动研究"(项目编号:16CSH008)
关键词
文化资本
文化再生产
文化流动
学业成就
cultural capital
cultural reproduction
cultural mobility
academic achievement
