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家庭文化资本和经济资本 对家庭教育支出的影响实证研究 ——以我国东中西部10个贫困县为例
Study on the Impact of Family Cultural Capital and Economic Capital on Family Education Expenditure:The Cases of 10 Poverty-Stricken Counties in Eastern, Central and Western China
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中文关键词贫困家庭  家庭经济资本  家庭文化资本  家庭教育支出
英文关键词families in impoverished counties  family economic capital  family cultural capital  family education expenditure
基金项目国家社会科学基金教育学一般项目“我国农村贫困家庭教育支付能力及其影响因素研究”(BFA180074)
作者单位
樊晓杰 复旦大学 高等教育研究所 
林荣日 复旦大学 高等教育研究所 
中文摘要
      在我国即将全面脱贫的大背景下,本文基于2018年国内10个贫困县4939户家庭教育状况的实地调查数据,从家庭资本视角探析贫困地区家庭文化资本和经济资本因素对子女受基础教育不同阶段家庭教育支出的影响。研究发现:家庭文化资本和经济资本对家庭人均教育支出均有显著影响,其中家庭经济资本比文化资本的影响更大,而家庭文化资本的影响随着子女受教育阶段的提升而增大;家庭经济资本中的家庭人均收入及家庭文化资本中的父母受教育程度是影响贫困地区居民家庭在子女受基础教育各阶段家庭教育支出的两个最主要因素;在学前教育阶段,家庭人均收入和家庭教育承受度是影响贫困地区居民家庭人均教育支出的两个最主要的因素;家庭人均收入、家庭教育承受度、建档立卡户和父母教育观念等对子女就读小学阶段的家庭人均教育支出均存在显著影响,而且贫困家庭在子女就读小学阶段时额外增加的校外教育支出,使其家庭教育承受度和教育期望均明显降低;家庭人均收入和父母受教育程度是影响初中阶段家庭人均教育支出的两大显著性因素,但家庭教育承受度、建档立卡家庭、父母教育观念和父母教育期望这四个因素对家庭教育支出的影响不存在显著性差异;在高中时期,仅有家庭人均收入和父母受教育程度两个因素对家庭人均教育支出具有显著的差异性影响,而其他因素的影响不显著。本文认为,在我国全面脱贫之后,国家仍需继续加大为贫困地区尤其是贫困家庭的子女提供优质教育资源和良好教育机会的力度,而学生家长也要有意识、有目的地不断提升家庭文化资本,以切实降低家庭贫困代际传递的可能性。
英文摘要
      Under the background that China is about to get rid of poverty nationwide, this paper conducts an empirical survey on the education status of 4939 households in 10 impoverished counties in 2018, and analyzes the impact of family cultural capital and economic capital factors on family education expenditure at different stages of basic education. The results show that family cultural capital and economic capital have a significant impact on family per capita education expenditure. The influence of economic capital is greater while the impact of family cultural capital increases with the improvement of children’s education stage. The per capita income in the economic capital and parent’s educational level in the family cultural capital are the two most important factors that affect the family education expenditures for children in impoverished areas at various stages of basic education. Specifically, at the pre-school education stage, family per capita income and family education affordability are the two most important factors affecting family per capita education expenditure in impoverished areas. Family per capita income and family education affordability, registered impoverished family, family education tolerance and parental education attitude have a significant impact on family per capita education expenditure at the primary school stage. The increased extracurricular education expenditures of impoverished families at this stage have significantly reduced their family education acceptability and parent’s educational expectations. Family per capita income and parent’s educational level are the two significant factors at the junior high school stage. However, there is no significant difference between family education affordability, registered impoverished family, parent’s educational attitude and expectations in terms of the impact on family education expenditure. Family per capita income and parent’s educational level are the only two most important factors at the high school stage, while other factors have no significant influence. To reduce the possibility of intergenerational transmission of family poverty, this article suggests that the country should continue to provide good educational resources and better education opportunities for poverty-stricken areas, and that the parents of students should also consciously and purposefully improve their family cultural capital to achieve this objective.







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