%0 Journal Article
%T 地位、相对剥夺与归因：教育年限对分配公平感的影响机制<br>Education and Perception of Distributive Justice: Based on Structural Explanation Relative Deprived Theory and Attribution
%A 孙薇薇 朱晓宇
%J 社会学评论
%D 2018
%X 基于结构地位、相对剥夺、归因理论三大视角，本文运用CGSS2010数据研究了教育年限对收入分配公平感的影响路径。本研究基本否定了“结构地位决定论”这一影响路径，转而支持“相对剥夺理论”和“归因理论”路径。教育无法因收入提高、地位提升显著增加民众的分配公平感，结构地位对分配公平感的影响是非线性的。在同样的相对剥夺条件下，教育水平越高，分配公平感越低。个体纵向社会流动显著增加了教育对分配公平感的影响，随着人们向下流动幅度越大，教育水平越高，分配公平感越低。此外，将成就归因于努力显著降低了教育对分配公平感的负向影响；将不平等归因于特权显著增加了教育对分配公平感的负向作用。这一发现有利于解释既有研究的矛盾结论，具有重要的社会意涵：当教育作为制度化手段无法实现地位获得这一目标，将成就归因于努力的高教育水平群体无法仅凭努力获得个体向上流动时，就会引发“分配不公”的心理失范。<br>：Based on the view of structural explanation, relative deprived theory and attribution theory, this paper empirically examines Chinese General Social Survey data in 2010 to analyze the impact of education on the perception of distributive justice. As an investment of predominant status attainment, education has an adverse effect on perception of distributive justice. To be specific, it is common that the group with high education level expect higher returns than what they virtually obtained, which induces the lower level of the perception of distributive justice. And the group with higher education feel fairer by attributing their achievements to efforts, while their perception of distributive justice is undermined by attribution of inequalities to privilege. It is a realistic reason that people will hardly acquire upward mobility only by enhancing education level. Thus it can be seen that relative deprival and attribution are the key mechanisms of social mentality
%U http://src.ruc.edu.cn/CN/abstract/abstract187.shtml