中國群族教育機會: 成就和成績的差異 = Educational opportunities of ethnic groups in China : the disparities in attainment and achievement.

• Other Authors: 張雯聞 (author.)
• Format: Others
• Language: Chinese; English
• Published: 2014
• Subjects: Educational equalization; Educational equalization > China
• Online Access: http://library.cuhk.edu.hk/record=b6115366; http://repository.lib.cuhk.edu.hk/en/item/cuhk-1202858

教育机会差异是多族群国家存在的普遍现象。多族群国家的少数族群往往面临教育的困境，难以取得和主体族群均等的教育机会，在成就、成绩等多方面均与主体族群有差异。 === 社会学理论认为，族群间教育成就差异未必是族群身份的直接结果，他与族群在社会结构中所处的位置与文化特征相关。但在中国社会变迁的过程中，族群间的教育成就差异不断转变，一些与中国市场化变革相关的教育体制改革，通过家庭背景和文化等中介机制扩大了中国社会的族群间学业成就差异。本研究分析了中国的族群教育成就差异及其形成机制，并讨论了族群教育成就差异在教育扩张和市场化变革过程中的变化趋势。此外，本研究也分析了中国的族群间学业成绩差异以及资源和文化因素对族群学业成绩差异的影响。结构和文化仍然是限制少数族群取得和主体族群一致学业成绩的主要因素。 === 本研究关注中国社会的族群间教育机会差异，包括成就和成绩两方面。以北京大学中国社会科学调查中心设计、实施并公开发布的中国家庭动态追踪调查(Chinese Family Panel Studies, CFPS)中的儿童和成人数据作为分析样本，综合运用了描述性统计、逻辑斯特回归以及最小二乘法回归等方法分析不同因素对儿童的成就和成绩的影响，并采用多重插补法填补遗失数据。基本研究结论如下： === 第一，中国教育机会呈现明显的瓶颈式结构，瓶颈式结构在少数族群中表现更明显；在较低层级的族群教育成就差异更加明显，中国的族群教育成就差异多出现在较低层级中；家庭背景、口和结构以及文化是造成中国的少数族群取得小学入学和升学的主要因素，其中入学阶段地区和语言因素和族群身份有显著的交互作用，使那些居住在经济最为落后地区和汉族文化差异更大的少数族群成为最不利者；市场化的变革改变了使少数族群社会经济地位更加边缘化，同时也拉大了族群间教育成就差异。 === 第二，少数族群和汉族在家庭资本、规模、教育期望和交友等方面与汉族有显著差异，其中资本匮乏是限制少数族群取得学业成绩的中介因素，而教育期望、交友状况等因素均等个人学业成绩相关。 === 第三，在中国不同的少数族群间也有差异，其中模范少数族群如满族、蒙古族和朝鲜族与汉族的社会经济地位差异较小，而其他少数族群和汉族社会经济地位差异较大。因此，中国的少数族群和汉族的差异主要是其他少数族群和汉族的教育成就和学业成绩差异，模范少数族群小学升学概率较汉族少，而小学入学、语文和数学成绩方面与汉族并无差异。 === 第四、本研究显示两种不同的族群教育机会差异，教育成就和学业成绩差异的形成机制并不完全相同。家庭背景尤其是家庭财物资本、父母受教育水平等对子代的教育成就和学业成绩都有显著影响，但籍和地区等制度性因素仅对教育成就产生影响，对个人的学业成绩的影响不显著。 === 基于统计分析的结论，本研究讨论了一些可能促进族群均等的教育政策，包括少数族群经济发展政策、多元文化教育政策以及少数族群教育优惠政策等。 === The disparities of educational opportunities between ethnic groups are common phenomena in multi-ethnic countries. Compared with dominant groups, minority groups usually do not gain equal educational opportunities measured by educational attainment and achievement. === Structure and culture are two major sociological explanations for the disparities of educational attainment between minority and majority groups. It means that the disparities are not due to minority status per se but work through structural and cultural factors associated with ethnic minority groups. In China, these disparities might have enlarged during the periods of education expansion and marketization when educational reform occurred and the criteria for educational selection changed. This research is an analysis of the disparities in educational attainment and achievement between ethnic minority groups and Han Chinese. It illustrates the effects of family background and cultural factors on ethnic minorities’ educational attainment. Moreover, it shows that the ethnic disparities enlarged during the periods of education expansion and market reform. This research also finds that ethnic minorities do not achieve equally because of their lack of capitals. === Using the nationally representative dataset, The Chinese Family Panel Survey 2010, this research employs quantitative methods. A variety of statistical methods are applied in this research. In addition, it uses the multiple imputation method to deal with missing data. The main findings include: === (1) There is a bottle-neck in the structure of educational opportunities, as revealed by the low transition rate from junior high school to senior high school, and the high transition rate from senior high school to tertiary school, and these gaps within minority groups are bigger than they are within the Han majority group. Constrained by the bottle-neck structure, the disparity of educational attainment between ethnic minorities and Hans are more significant in lower educational levels. Further analysis shows that family background, house registration status, residential location, and language are the factors associated with the disparity of educational attainment between minorities and the Han majority. There are interaction effects between minority status on the one hand, and residence in the western region and language on the other hand. Moreover, education expansion and market transition enlarge the social and economic disparities between minority groups and the Han majority, which also indirectly marginalize minorities in education. === (2) Minority ethnic groups are significantly different from the Han Chinese in terms of capitals, educational aspiration and friends. Among those factors, capitals account for minorities’ disadvantage in educational achievement. Educational aspiration and friends are associated with individuals’ educational achievement. === (3) Heterogeneity exists among ethnic minority groups. Some groups, such as Manchurians, Mongolians and Koreans are "model" ethnic minority groups. They are well educated and attain high socioeconomic status. The sensitivity analysis shows there are no disparities of education attainment and achievement between the Han majority and the Manchurian, Mongolian and Korean minority groups. === (4) Family background factors are the major mediator of the disparities between ethnic minority groups and the Han Chinese. Hukou (household registration) status and residence constrain ethnic minority groups’ educational attainment but they do not impact their achievement. === Policy implications are discussed based on those findings. This research emphasizes that economic development policies, multicultural education policies, and educational preferential policies are potential instruments to alleviate the educational disparities between minorities and the Han majority. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === 張雯聞. === Thesis (Ph.D.) Chinese University of Hong Kong, 2014. === Includes bibliographical references (leaves 127-139). === Abstracts also in English. === Zhang Wenwen.