本文選題：教育擴(kuò)張 + 教育機(jī)會(huì)不均等�。� 參考：《浙江大學(xué)》2012年博士論文

【摘要】：中央政府在上世紀(jì)90年代末推動(dòng)了一系列教育改革,使得這段時(shí)期的中國教育發(fā)展呈現(xiàn)出兩個(gè)明顯特征：一是非義務(wù)教育機(jī)會(huì)總量大幅增加,這是通過短期內(nèi)大規(guī)模高校擴(kuò)招和大幅提高初中畢業(yè)升學(xué)率來實(shí)現(xiàn)的,最明顯的是大學(xué)入學(xué)率由1998年的46.1%急升到1999年的63.8%。二是教育機(jī)會(huì)的分配出現(xiàn)了明顯不利于社會(huì)經(jīng)濟(jì)資源處于劣勢家庭孩子的跡象。在高等教育成本迅速增加的同時(shí),在另一端推行“雙向選擇,自主擇業(yè)”的就業(yè)制度,大學(xué)生“就業(yè)難”問題隨之出現(xiàn),使得劣勢群體獲得高等教育預(yù)期收益的風(fēng)險(xiǎn)大大提升。 本文要探索的問題是,在入學(xué)門檻不斷降低,同時(shí)教育成本上升與預(yù)期收益不確定性增加,以及農(nóng)村地區(qū)內(nèi)部社會(huì)分化加劇的大背景下,中國農(nóng)村內(nèi)部教育機(jī)會(huì)不均等將如何變化?這種變化又與上述教育政策的實(shí)施有何內(nèi)在聯(lián)系?當(dāng)前農(nóng)村地區(qū)仍存大量教育不平等現(xiàn)象(如初中輟學(xué)),又與哪些家庭背景因素有關(guān)呢?一個(gè)進(jìn)一步的問題是,這一時(shí)期教育機(jī)會(huì)分配結(jié)構(gòu)的變動(dòng),對(duì)正逐步走向階層分化的農(nóng)村地區(qū)收入分配變動(dòng)又有何影響? 與大多數(shù)研究基于對(duì)各階段教育轉(zhuǎn)換或最終受教育水平進(jìn)行回歸分析,并間接推斷各種因素對(duì)機(jī)會(huì)不均等變動(dòng)影響的思路不同,本文主要采取了基于同胞相關(guān)系數(shù)與多層線性模型的機(jī)會(huì)不均等因素分解方法。首先,在CHNS跟蹤調(diào)查數(shù)據(jù)的基礎(chǔ)上構(gòu)建了70后與80后兩個(gè)出生同期群的相關(guān)數(shù)據(jù)集,采用分同期群研究變動(dòng)趨勢的通行辦法,應(yīng)用組內(nèi)相關(guān)系數(shù)、多層方差成分模型、多層logistic隨機(jī)截距模型等國際主流統(tǒng)計(jì)方法,借鑒并改進(jìn)了將同胞相關(guān)系數(shù)與多層模型相結(jié)合的機(jī)會(huì)不均等分解思路,深入分析了這一時(shí)期農(nóng)村地區(qū)由家庭背景與社區(qū)環(huán)境所帶來的教育機(jī)會(huì)不均等的變化趨勢及內(nèi)在機(jī)理,同時(shí)考察了這種教育機(jī)會(huì)分配的變動(dòng)對(duì)農(nóng)村地區(qū)收入獲取機(jī)會(huì)不均等變動(dòng)的影響。上述研究思路的主要優(yōu)勢在于直接考察背景因素對(duì)教育機(jī)會(huì)不均等的貢獻(xiàn),而非通過其對(duì)教育機(jī)會(huì)的影響來進(jìn)行間接推斷,本文的分析結(jié)果也驗(yàn)證了后者存在產(chǎn)生有沖突結(jié)論的缺陷。 在導(dǎo)論、文獻(xiàn)綜述和方法介紹三章之后,具體分析的行文安排如下：第四章考察整體教育機(jī)會(huì)不均等,及其兩個(gè)組成部分(家庭效應(yīng)與社區(qū)效應(yīng))各自的變化趨勢；第五章對(duì)整體教育機(jī)會(huì)不均等及其變動(dòng)進(jìn)行靜態(tài)與動(dòng)態(tài)因素分解,直接分析各可觀測家庭特征變量對(duì)教育機(jī)會(huì)不均等變動(dòng)的貢獻(xiàn),同時(shí)探尋近期仍然重要的教育機(jī)會(huì)不均等因子。第六章進(jìn)一步分析“完成義務(wù)教育”、“接受非義務(wù)教育”和“接受高等教育”三個(gè)層面教育機(jī)會(huì)獲取不均等的變化趨勢,并從可觀測家庭特征變量角度間接考察各家庭背景因素對(duì)各層面教育機(jī)會(huì)不均等變動(dòng)的可能影響。第七章基于青少年時(shí)期家庭背景與個(gè)人收入的匹配信息對(duì)同胞收入相關(guān)系數(shù)進(jìn)行靜態(tài)與動(dòng)態(tài)因素分解,著重考察教育在家庭背景與個(gè)人收入之間的中介作用,以及教育分布對(duì)收入獲取機(jī)會(huì)不均等變動(dòng)的影響。 基于上述分析得到的經(jīng)驗(yàn)結(jié)果,本文得到了如下幾點(diǎn)主要結(jié)論： (1)從現(xiàn)狀來看,中國農(nóng)村地區(qū)的整體教育機(jī)會(huì)不均等有所緩解,但分層次來看,下降趨勢主要體現(xiàn)在義務(wù)教育階段,中等教育機(jī)會(huì)不均等可能有所上升,而高等教育機(jī)會(huì)不均等則有大幅上升趨勢。 (2)各項(xiàng)教育改革措施對(duì)教育機(jī)會(huì)不均等的影響不同。首先,教育擴(kuò)張對(duì)較低層次教育機(jī)會(huì)均等化有正向效應(yīng),即義務(wù)教育的推廣普及與高級(jí)中等教育的擴(kuò)張確實(shí)對(duì)對(duì)應(yīng)層面教育機(jī)會(huì)的均等化有明顯促進(jìn)作用,而教育費(fèi)用與大學(xué)就業(yè)政策方面的教育改革則不利于義務(wù)教育的普及化以及較高層面教育機(jī)會(huì)的均等化。 (3)80后群體仍然面臨著父親職業(yè)地位、家庭收入水平、戶籍、母親受教育年限,以及社區(qū)環(huán)境所帶來的教育機(jī)會(huì)不均等。其中,家庭收入水平對(duì)完成義務(wù)教育有持續(xù)增強(qiáng)的影響,父親職業(yè)地位對(duì)完成義務(wù)教育與高中(中專)入學(xué)有增強(qiáng)的效應(yīng),戶籍因素主要影響高中(中專)和大學(xué)教育機(jī)會(huì),而母親受教育水平顯著影響各個(gè)層面教育機(jī)會(huì)的獲得。 (4)農(nóng)村地區(qū)的收入獲取機(jī)會(huì)不均等程度在考察期間有較大幅度上升,家庭收入水平、戶籍與民族影響力的增加是其中的一部分原因,但教育在當(dāng)前家庭收入的代際傳承或者民族間收入差距的形成中幾乎不發(fā)揮作用,而戶籍因素對(duì)收入獲取機(jī)會(huì)的影響主要通過影響教育機(jī)會(huì)來實(shí)現(xiàn)。 (5)整體教育機(jī)會(huì)不均等的下降帶來了教育水平分布不均等程度的下降,但教育分布對(duì)收入獲取機(jī)會(huì)不均等的上升仍起促進(jìn)作用,原因是這一時(shí)期教育收益的上升擴(kuò)大了教育不平等對(duì)收入不平等的影響力。 (6)與其它因素不同,母親在孩子青少年時(shí)期參與非農(nóng)就業(yè)對(duì)80后群體的教育與收入獲取機(jī)會(huì)均等化都有顯著的正向效應(yīng),并且其對(duì)收入獲取機(jī)會(huì)均等化的正向效應(yīng)部分是通過影響教育機(jī)會(huì)來實(shí)現(xiàn)的。與對(duì)教育機(jī)會(huì)獲得正向影響不同,母親的這一行為對(duì)孩子成年后收入獲取卻有負(fù)向影響,可能只是因?yàn)閷?duì)優(yōu)勢家庭孩子的不利影響更大,故有利于收入獲取機(jī)會(huì)的均等化。 本文在上述研究結(jié)論基礎(chǔ)上得到了幾點(diǎn)政策含義,以期為進(jìn)一步縮小農(nóng)村地區(qū)各層次教育機(jī)會(huì)不均等,促進(jìn)農(nóng)村地區(qū)社會(huì)流動(dòng)提供參考。
[Abstract]:The central government has promoted a series of educational reforms in the late 1990s , so that the development of China ' s education in this period has two obvious characteristics : one is that the total amount of non - compulsory education increases sharply , the most obvious is that the university enrollment rate is increased from 46.1 % in 1998 to 63.8 % in 1999 .

In this paper , how to change the educational opportunities in rural areas is related to the increase of educational cost and the uncertainty of expected return , as well as the increase of the internal social differentiation in rural areas . What is the further problem is that the change of educational opportunities distribution structure in rural areas has an impact on the change of income distribution in rural areas that are moving towards the class gradually .

On the basis of CHNS tracking survey data , a series of factors such as unequal opportunity disparity between family background and multi - layer linear model are analyzed . The main advantage of this research is to directly investigate the contribution of the background factors to the unequal opportunities of income acquisition in rural areas .

After the introduction of the introduction , the literature review and the introduction of the three chapters , the text of the detailed analysis is as follows : Chapter IV examines the disparity of overall educational opportunities and its two components ( family effects and community effects ) ;
In chapter 5 , the author analyzes the influences of different family background factors on the change of educational opportunities , such as unequal access to educational opportunities , and explores the possible effects of different family background factors on the unequal access to educational opportunities at all levels . Chapter 7 further analyzes the effects of family background and individual income on the changes of educational opportunities in different levels . Chapter 7 focuses on the mediating effect between family background and individual income , and the influence of educational distribution on the unequal access to income .

Based on the empirical results obtained from the above analysis , the following main conclusions are obtained :

( 1 ) In view of the present situation , the overall educational opportunities in rural areas of China have been alleviated , but in terms of sub - level , the downward trend is mainly reflected in the compulsory education stage , the unequal opportunities of secondary education , etc . , and the unequal opportunities of higher education .

( 2 ) The impact of educational reform measures on unequal educational opportunities is different . First , the expansion of education has positive effects on the equalization of educational opportunities at lower levels , that is , the popularization of compulsory education and the expansion of advanced secondary education do play a significant role in the equalization of educational opportunities at the corresponding levels , while the educational reform in education expense and employment policy of universities is not conducive to the popularization of compulsory education and the equalization of educational opportunities at higher levels .

( 3 ) The post - 80s group still faces the father ' s occupation status , family income level , household register , mother ' s schooling life , and the unequal educational opportunities brought by the community environment .

( 4 ) The unequal distribution of income acquisition opportunities in rural areas has increased significantly during the study period , and the increase of family income level , household registration and national influence is part of the reasons , but education has little effect in the generation of current family income or the formation of inter - ethnic income gap , and the influence of household factors on income acquisition opportunities is mainly realized by influencing educational opportunities .

( 5 ) The decline of educational level and uneven distribution of educational level caused the decline of educational level and uneven distribution of educational level . The reason is that the increase of educational income in this period has expanded the influence of education inequality on income inequality .

( 6 ) Unlike other factors , mother ' s participation in non - farm employment during adolescence and adolescence has a significant positive effect on the equalization of education and income acquisition opportunities in the 1980s , and its positive impact on income acquisition opportunities is achieved through the impact of educational opportunities . Unlike the positive impact on educational opportunities , the parent ' s behavior has a negative impact on the child ' s post - adult income acquisition , possibly just because of the greater adverse impact on the children of the dominant family , which is conducive to the equalization of income acquisition opportunities .

On the basis of the above research conclusion , this paper has got several policy meanings , with a view to further reducing the unequal educational opportunities in rural areas , and promoting the reference of social mobility in rural areas .
【學(xué)位授予單位】：浙江大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：G521;F124.7

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