家庭阶层地位、社会资本与青少年学业表现

在运用科尔曼的社会资本理论解释青少年的学业表现时,已有研究忽视了社会资本的作用可能存在阶层差异。本文认为,社会资本对学业表现的影响受家庭资源的调节。家庭内部社会资本发挥作用取决于家庭的文化资本,家庭文化资本越高,内部社会资本对学业表现越有正向影响;家庭外部社会资本发挥作用取决于家长与老师及家长之间的网络资源质量,网络资源质量越高,家庭外部社会资本对学业表现越有正向影响。文化资本和网络资源质量与家庭阶层地位呈正相关关系,因而社会资本对青少年的学业表现的正向作用会存在阶层差异。对中国教育追踪调查(2013~2014学年)基线数据的分析结果显示,家长与子女共同生活的频率对学业表现的影响随家庭阶层地位的下降而减弱,对中产阶层家庭的促进作用最强,对工人和农民阶层家庭的作用并不显著。家长与老师的互动程度及家长之间的互动程度对学业表现的影响随家庭阶层地位的下降而下降,对中产阶层家庭的促进作用最强,对农民阶层家庭的作用则不显著。只有家长与子女的交流程度和家长对子女的监督学习的作用没有阶层差异。综上所述,家庭内部和外部的社会资本对青少年的学业表现的影响随家庭阶层地位的下降而减弱。这些发现进一步厘清了社会资本在不平等的代际传递中的作用机制。
Abstract：Coleman's social capital theory provides an important framework to explain adolescent's academic achievement; yet existant Chinese research has paid limited attention to whether the relationship between social capital and academic achievement varies by family class background. We argue that the positive influence of social capital on academic achievement depends on family resources. The effect of parental involvement depends on family cultural capital. The higher the family cultural capital, the more pronounced effect of social closure on academic achievement. The effect of intergenerational closure depends on the resources embedded in the parent-teacher interaction and the parent-parent interaction. The higher the network resource, the more pronounced effect of intergenerational closure on academic achievement. Results from Chinese Educational Panel Study (2013-2014) show that, the positive association between the degree of co-residence between parents and children and academic achievement is more pronounced for the middle-class family, but not significant for the working-class or peasant family. The positive association between the degree of parent-teacher interaction and parent-parent interaction and academic achievement is also most pronounced for the middle-class family and not significant for the peasant family. It is only the effects of parent-child interaction and parents' academic supervision that do not vary by family class background. These findings suggest that the positive influence of social capital on adolescent academic achievement declines with family social class. It helps to further clarify the role of social capital on intergenerational class reproduction.