专题:中国大学生学情研究

教育、出身与政策:少数民族大学生入学机会的分配机制研究

  • 黄雨恒 ,
  • 史静寰
展开
  • 清华大学教育研究院, 北京 100084

网络出版日期: 2018-07-05

基金资助

教育部哲学社会科学研究重大课题攻关项目"双一流建设背景下我国高校评价体系改革研究"(项目号:17JZD056)。

Education, Background and Policy: The Allocation Mechanism of Minority Students' Access to Higher Education

  • HUANG Yuheng ,
  • SHI Jinghuan
Expand
  • Institute of Education, Tsinghua University, Beijing 100084, China

Online published: 2018-07-05

摘要

本文借鉴已有研究理论和成果,利用清华大学"中国大学生学习与发展追踪研究"(CCSS)数据,构建包含家庭出身、教育经历和招生政策在内的影响少数民族大学生入学机会的分析框架。采用"高等教育阶层辈出率"、逻辑回归模型和系数集束化方法对少数民族总体及案例民族大学生进行分析,结果发现:在民族招生政策的倾斜和调整下,少数民族的大学入学机会以学生的高中教育经历及内化的学习能力为主要分配依据;随着大学层级的提高,教育经历和学习能力的主导作用更为明显,体现了高等学校招生过程中明显的"绩效"和"选拔"取向;少数民族群体平均受教育水平越低,父母职业分化引起的大学入学机会越不均衡,说明家庭出身对高层级大学入学机会的影响仍然比较显著;现行民族招生政策有效均衡了民族聚居地区和非聚居地区学生进入高层级大学的学习机会,但相对来说,对"211"大学入学机会的影响大于对"985"大学入学机会的影响。

本文引用格式

黄雨恒 , 史静寰 . 教育、出身与政策:少数民族大学生入学机会的分配机制研究[J]. 华东师范大学学报(教育科学版), 2018 , 36(4) : 62 -70+163+164 . DOI: 10.16382/j.cnki.1000-5560.2018.04.006

Abstract

Surveys on minority students' access to higher education tend to involve little pre-college ex-perience and policy data. Based on existing theory and data from the China College Student Survey (CCSS, 2011-2016), this study developed a new framework to analyze minority students' access to higher education. Related factors are grouped into three dimensions:family background, pre-college educational experience and educational policy. Using the higher education stratification mobility rate, logistic regression model and the Sheaf Coefficients, the authors found that, with equal opportunity policy in place, pre-college educational ex-periences are the main factors influencing minority students' access to higher education, especially in elite u-niversities enrollment. Moreover, the lower average level of education an ethnic group received, the less bal-anced level of their access to higher education caused by their parents' occupation differentiation. This means that the influence of family background on access to elite university opportunity is still significant. National education policy can effectively balance the access to elite universities in inhabited and non-inhabited areas of minority.

参考文献

冯用军(2010). 后大众化阶段社会阶层对高教入学机会的影响. 现代教育管理, (9), 9-13.
何莹,张庆林,李红. (2004). 少数民族与汉族大学生学习适应性的调查研究. 西南师范大学学报:人文社会科学版, 30(3), 44-47.
胡荣,张义祯. (2006). 现阶段我国高等教育机会阶层辈出率研究. 厦门大学学报:哲学社会科学版, (6), 98-106.
刘精明. (2014). 能力与出身:高等教育入学机会分配的机制分析. 中国社会科学, (8), 109.
罗文. (2013). 民族院校理科专业少数民族学生学习困难成因与对策初探. 民族教育研究, (4), 62-65.
宁亚萍,王平,徐世英. (2014). 基于普查数据的我国 18 个少数民族受教育程度及公平性统计分析. 中央民族大学学报:自然科学版, (1), 89-92.
王伟宜. (2013). 高等教育入学机会获得的阶层差异分析——基于 1982-2010 年我国 16 所高校的实证调查. 高等教育研究, 12, 35-44.
谢作栩, 谭敏. (2009). 中国大陆不同社会阶层少数民族的高等教育入学机会差异分析. 中国高等教育评论, 1(1),30-35.
杨倩,谭敏. (2015). 社会阶层与彝族子女的高等教育入学机会. 当代青年研究, (4), 65-69.
张建新,董云川. (2007). 云南少数民族大学生接受高等教育机会的实证调研. 长春工业大学学报:高教研究版, 28(3), 1-7.
Arbona, C., & Nora, A. (2007). The influence of academic and environmental factors on Hispanic college degree attainment. The Review of Higher Education, 30(3), 247-269.
Bowden, M. P., & Doughney, J. (2010). Socio-economic status, cultural diversity and the aspirations of secondary students in the Western Suburbs of Melbourne, Australia. Higher Education, 59(1), 115-129.
Connor, H., Tyers, C., Modood, T., & Hillage, J. (2004). Why the difference? A closer look at higher education minority ethnic students and graduates. Institute for Employment Studies Research Report, 552.
Erickson, F. (1987). Transformation and school success:The politics and culture of educational achievement. Anthropology & Education Quarterly, 18(4), 335-356.
Heath, A., & Ridge, J. (1983). Social mobility of ethnic minorities. Journal of Biosocial Science, 15(S8), 169-184.
Heise, D. R. (1972). Employing nominal variables, induced variables, and block variables in path analyses. Sociological Methods & Research, 1(2), 147-173.
Hoffman, J. L., & Lowitzki, K. E. (2005). Predicting college success with high school grades and test scores:Limitations for minority students. The Review of Higher Education, 28(4), 455-474.
Hsieh, K. J. (2003). Differences among high school students' mathematics achievement based on school location, school socioeconomic status, and student ethnicity,3502.
Kao, G., & Thompson, J. S. (2003). Racial and ethnic stratification in educational achievement and attainment. Annual Review of Sociology, 29(1), 417-442.
Kim, Y. M. (2011). Minorities in higher education:Twenty-fourth status report, 2011 supplement. Washington, DC:American Council on Education,1-10.
Kirby, E. (2007). Predictors of white and minority student success at a private women's college. College Student Journal, 41(2), 460.
Ogbu, J. U. (1991). Immigrant and involuntary minorities in comparative perspective. Minority status and schooling:A comparative study of immigrant and involuntary minorities, 3-33.
Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities:a cultural-ecological theory of school performance with some implications for education. Anthropology & Education Quarterly, 29(2), 155-188.
Peltier, G. L., Laden, R., & Matranga, M. (2000). Student persistence in college:A review of research. Journal of College Student Retention:Research, Theory & Practice, 1(4), 357-375.
Perna, L. W. (2000). Differences in the decision to attend college among African Americans, Hispanics, and Whites. The Journal of Higher Education, 71(2), 117-141.
Reardon, S. F., & Robinson, J. P. (2008). Patterns and trends in racial/ethnic and socioeconomic academic achievement gaps. Handbook of research in education finance and policy, 497-516.
Sirin, S. R. (2005). Socioeconomic status and academic achievement:A meta-analytic review of research. Review of Educational Research, 75(3), 417-453.
Spindler, G. D. (1987). Education and cultural process:Anthropological approaches. Waveland Press,20-30.
Swail, W. S. (2003). Retaining Minority Students in Higher Education:A Framework for Success. ASHE-ERIC Higher Education Report. Jossey-Bass Higher and Adult Education Series. Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741.
Swail, W. S., Cabrera, A. F., Lee, C., & Williams, A. (2005). Pathways to the Bachelor's Degree for Latino Students. Latino Students & the Educational Pipeline, Part Ⅲ. Online Submission,1-21.
文章导航

/