国家、教育与地位获得
摘要
教育与地位获得的经典研究源于布劳-邓肯模型。林南和边燕杰通过对1985年天津调查资料的实证分析指出,工作部门在中国城市居民地位模型中具有类似于布劳-邓肯模型中职业地位的作用。后续对教育与地位获得的研究,集中在市场转型对教育回报率的研究上。这些实证研究,都是基于现代化理论,认为中国社会转型的最终结果是与西方社会一致,地位获得与教育获得模式将与西方社会趋同。
本文运用2006年中国人民大学社会学系与香港科技大学社会科学部合作完成的全国城乡居民生活综合研究(CGSS)数据,通过列联表、一般多元线性回归、逻辑斯特回归及事件史分析模型,在强调国家政治体制这一关键恒量的前提下,对教育与地位获得关系进行实证研究。本文研究共分七章,主要内容如下。
第一章是全文的导论部分,主要任务是阐述本文选题的缘起和意义,并简要介绍本文的研究设计和研究创新。
第二章是文献回顾。一方面总结归纳教育在社会分层中作用的两种理论取向：功能论取向和冲突论取向。另一方面,回顾与本研究密切相关的两个领域的实证研究：教育获得与地位获得。在此基础上,指出现有研究的不足并提出本文的总体性研究命题和分领域命题。
第三章是基于调查数据,从教育获得和地位获得两个维度,对教育与地位获得进行历时性分析,目的在于对本文提出的总体性命题进行检验。
第四章是对成人教育与地位获得的分析,主要内容是对成人教育的含义和其在中国的历史沿革进行梳理,并在此基础上利用调查数据实证分析成人专科与普通专科、成人本科与普通本科两种类型的学历对地位获得是否具有相同作用。
第五章是对重点学校与地位获得的分析,主要内容是对重点学校制度及其历史沿革进行梳理,并在此基础上利用调查数据实证分析上过重点学校对地位获得的作用是否有差异。
第六章是对时序与地位获得的分析,主要内容是在特纳对社会流动两种理想类型探讨(赞助型流动(sponsored mobility)和竞争型流动(contest mobility))的基础上,将时间变量纳入分析模型,重点考察教育获得与职业地位获得的时序对地位获得的不同作用。
第七章是本文的结论与讨论部分。结论部分是对全文的实证研究进行归纳总结。讨论部分将对中国人地位获得的一般模式进行总结,并提出文化传统可能是教育与地位获得之间的一个调节变量。
通过上述研究,本文得出如下一些基本结论。
第一,西方的分层研究是基于西方社会的自由主义市场经济、法治社会和民主政治传统三个恒量,所关注的主要是技术进步、经济一体化乃至全球化、各种社会政策等与社会利益集团和社会利益团体重组之间的关系。在中国社会,自由主义市场经济、法治社会和民主政治成为变量,简单套用西方分层理论模式研究中国社会阶级的框架和阶级的测量没有实质意义。
第二,地位获得的本质是对稀缺资源的占有,而国家权力是决定一个社会资源分配制度的关键。虽然改革开放给中国社会带来了巨大的变化,但这种变化是在政治体制保持基本稳定的前提下进行的。因此,中国社会的基本分层模式未有根本改变。社会优势阶层在任何历史时期都能够运用自身优势地位,使其子代能够获得更高的受教育水平,并能够通过各种制度设计实现自身的社会地位再生产。
第三,成人教育和重点学校在一定程度上,都是社会优势阶层实现自身地位再生产的制度设计。从人力资本的角度来说,成人教育的含金量低于普通教育,但是成人高等学历与普通高等学历对地位获得的作用并无显著性差异。重点学校集中了各种优势教育资源,进入重点学校学习大大增加了获取更好社会地位的机会。而社会优势阶层总是可以利用自身优势,在成人教育和重点学校方面获取更多的机会。
第四,增加时间变量,对教育与地位获得进行事件史分析后发现,最高学历的获得与第一份工作的获得的时间序列对个体的地位获得具有不同的意义。那些先工作后获取最高学历的人可以视为党组织的培养对象,在同等教育水平的前提下,教育对党组织的培养对象的回报率要高于普通人。
本研究在相关理论和研究内容上都进行了一些探索与创新。在理论上,以中国社会为基础,基于恒量与变量的区分,从中国社会内在性特点出发来研究教育与地位获得,对市场分层理论提出挑战,提出国家分层理论。在内容上,将填补对中国社会中一些特定教育制度,如成人教育、重点学校制度在社会分层中独特作用的研究空白。
The classical studies on education and status attainment originate from Blau-Duncan status attainment mode. Lin and Bian pointed out that the unit is similar to occupation of Blau-Duncan status attainment mode in status attainment of Chinese urban residents through an empirical analysis of survey data in Tianjin in 1985. Subsequent research focused on the rate of return to education in Market Transformation. These empirical studies are based on the modern theory that the end result of social transformation in China is consistent with the Western society, in other words, status attainment model in China will converge with the Western society.
The dissertation has an empirical research on education and status at-tainment of China's urban resident which stressed the key constant of national political system by mainly making use of the data of "China General Social Survey (CGSS) on China's Urban and Rural Residents' Life accomplished by Department of Sociology, Renmin University of China in cooperation with Social Science Department of The Hong Kong University of Science & Technology in 2006 and by applying contingency table, multiple linear regression mode and event history analysis model.
The dissertation includes seven chapters in total and the details of each chapter are as follows:
Chapter one is introduction. The primary task in is to elaborate the origin and significance of the dissertation and a brief description of this research design and research innovation.
Chapter two is literature review of the whole dissertation. The chapter mainly includes relevant domestic and foreign research theories on education and status attainment. On this basis, pointing out the deficiencies of existing research and propose an overall study of this proposition and sub-domains proposition.
Chapter three to six is the main body of the empirical research of the dissertation. The purpose of chapter three is to test the overall proposition of the dissertation from two dimensions of education and status attainment which based on survey data. Chapter four is an empirical analysis of adult education and status attainment through survey data in which the main contents are the meaning of adult education and its and history in China and whether there are differences on status attainment between adult education and general education. Chapter five is an empirical analysis of key school and status attainment through survey data in which the contents are the meaning of key school and its history in China and whether there are differences on status attainment for people who had key schools. Chapter six is an empirical analysis of time sequence and status attainment through survey data which based on sponsored mobility and contest mobility which Turner distinguishes two ideal types of social mobility.
Chapter seven is the conclusion of the research and discussion of the dissertation. The conclusion summarizes the full text of the empirical analysis. The discussion summarizes the general pattern of the Chinese people's status attainment and put forward that cultural traditions may be a moderating variable between education and status attainment.
On the basis of a review of the main work and results of the dissertation, the author gives the following basic conclusions.
First, stratification of the West is based on three constant which are liberal market economy, rule of law and democratic political traditions and the main concern is the technological progress, economic integration, as well as globalization, social policy and social interest groups and social reorganization of the relationship between interest groups. In Chinese society, liberal market economy, rule of law and democracy are variables, in consequence it does not make sense that Western hierarchical framework applied to the research of Chinese social classes.
Second, the essence of status attainment is the possession of scarce resources and state power is to decide a key social resource allocation system. Though Chinese society has changed greatly since the reform and opening-up policy, China's political system has not fundamentally changed. So, advantaged social groups are able to achieve the reproduction of social status through sorts of design of the system at any historical period.
Third, adult education and key school is the system design with which advantaged social groups achieve their own reproduction of social status to some extent. On the one hand, from the perspective of human capital adult education is lower than general education, but there is no significant difference for status attainment and key schools gather superior educational resources. On the other hand, advantaged social groups can always use its own advantages in terms of adult education and key school for more opportunities.
Fourth, through the event history analysis for education and status attainment there is different meaning whether the highest degree is after the first job. The people who get the highest degree after the first job are the key person to be trained by the Communist Party of China, which can get more rate of return at the same level of education.
There are two innovations in this essay, which are as follows. In terms of theory innovation, the author puts forward hierarchical theory for state based on the distinction between constant and variable and the inherent characteristics of Chinese society, which challenge and complement hierarchical theory for market. In terms of content innovation, this essay made some empirical analysis on the role of some special educational system, such as adult education and key school, in social stratification in Chinese society, which fill the gaps on research of education and social stratification.
本文运用2006年中国人民大学社会学系与香港科技大学社会科学部合作完成的全国城乡居民生活综合研究(CGSS)数据,通过列联表、一般多元线性回归、逻辑斯特回归及事件史分析模型,在强调国家政治体制这一关键恒量的前提下,对教育与地位获得关系进行实证研究。本文研究共分七章,主要内容如下。
第一章是全文的导论部分,主要任务是阐述本文选题的缘起和意义,并简要介绍本文的研究设计和研究创新。
第二章是文献回顾。一方面总结归纳教育在社会分层中作用的两种理论取向：功能论取向和冲突论取向。另一方面,回顾与本研究密切相关的两个领域的实证研究：教育获得与地位获得。在此基础上,指出现有研究的不足并提出本文的总体性研究命题和分领域命题。
第三章是基于调查数据,从教育获得和地位获得两个维度,对教育与地位获得进行历时性分析,目的在于对本文提出的总体性命题进行检验。
第四章是对成人教育与地位获得的分析,主要内容是对成人教育的含义和其在中国的历史沿革进行梳理,并在此基础上利用调查数据实证分析成人专科与普通专科、成人本科与普通本科两种类型的学历对地位获得是否具有相同作用。
第五章是对重点学校与地位获得的分析,主要内容是对重点学校制度及其历史沿革进行梳理,并在此基础上利用调查数据实证分析上过重点学校对地位获得的作用是否有差异。
第六章是对时序与地位获得的分析,主要内容是在特纳对社会流动两种理想类型探讨(赞助型流动(sponsored mobility)和竞争型流动(contest mobility))的基础上,将时间变量纳入分析模型,重点考察教育获得与职业地位获得的时序对地位获得的不同作用。
第七章是本文的结论与讨论部分。结论部分是对全文的实证研究进行归纳总结。讨论部分将对中国人地位获得的一般模式进行总结,并提出文化传统可能是教育与地位获得之间的一个调节变量。
通过上述研究,本文得出如下一些基本结论。
第一,西方的分层研究是基于西方社会的自由主义市场经济、法治社会和民主政治传统三个恒量,所关注的主要是技术进步、经济一体化乃至全球化、各种社会政策等与社会利益集团和社会利益团体重组之间的关系。在中国社会,自由主义市场经济、法治社会和民主政治成为变量,简单套用西方分层理论模式研究中国社会阶级的框架和阶级的测量没有实质意义。
第二,地位获得的本质是对稀缺资源的占有,而国家权力是决定一个社会资源分配制度的关键。虽然改革开放给中国社会带来了巨大的变化,但这种变化是在政治体制保持基本稳定的前提下进行的。因此,中国社会的基本分层模式未有根本改变。社会优势阶层在任何历史时期都能够运用自身优势地位,使其子代能够获得更高的受教育水平,并能够通过各种制度设计实现自身的社会地位再生产。
第三,成人教育和重点学校在一定程度上,都是社会优势阶层实现自身地位再生产的制度设计。从人力资本的角度来说,成人教育的含金量低于普通教育,但是成人高等学历与普通高等学历对地位获得的作用并无显著性差异。重点学校集中了各种优势教育资源,进入重点学校学习大大增加了获取更好社会地位的机会。而社会优势阶层总是可以利用自身优势,在成人教育和重点学校方面获取更多的机会。
第四,增加时间变量,对教育与地位获得进行事件史分析后发现,最高学历的获得与第一份工作的获得的时间序列对个体的地位获得具有不同的意义。那些先工作后获取最高学历的人可以视为党组织的培养对象,在同等教育水平的前提下,教育对党组织的培养对象的回报率要高于普通人。
本研究在相关理论和研究内容上都进行了一些探索与创新。在理论上,以中国社会为基础,基于恒量与变量的区分,从中国社会内在性特点出发来研究教育与地位获得,对市场分层理论提出挑战,提出国家分层理论。在内容上,将填补对中国社会中一些特定教育制度,如成人教育、重点学校制度在社会分层中独特作用的研究空白。
The classical studies on education and status attainment originate from Blau-Duncan status attainment mode. Lin and Bian pointed out that the unit is similar to occupation of Blau-Duncan status attainment mode in status attainment of Chinese urban residents through an empirical analysis of survey data in Tianjin in 1985. Subsequent research focused on the rate of return to education in Market Transformation. These empirical studies are based on the modern theory that the end result of social transformation in China is consistent with the Western society, in other words, status attainment model in China will converge with the Western society.
The dissertation has an empirical research on education and status at-tainment of China's urban resident which stressed the key constant of national political system by mainly making use of the data of "China General Social Survey (CGSS) on China's Urban and Rural Residents' Life accomplished by Department of Sociology, Renmin University of China in cooperation with Social Science Department of The Hong Kong University of Science & Technology in 2006 and by applying contingency table, multiple linear regression mode and event history analysis model.
The dissertation includes seven chapters in total and the details of each chapter are as follows:
Chapter one is introduction. The primary task in is to elaborate the origin and significance of the dissertation and a brief description of this research design and research innovation.
Chapter two is literature review of the whole dissertation. The chapter mainly includes relevant domestic and foreign research theories on education and status attainment. On this basis, pointing out the deficiencies of existing research and propose an overall study of this proposition and sub-domains proposition.
Chapter three to six is the main body of the empirical research of the dissertation. The purpose of chapter three is to test the overall proposition of the dissertation from two dimensions of education and status attainment which based on survey data. Chapter four is an empirical analysis of adult education and status attainment through survey data in which the main contents are the meaning of adult education and its and history in China and whether there are differences on status attainment between adult education and general education. Chapter five is an empirical analysis of key school and status attainment through survey data in which the contents are the meaning of key school and its history in China and whether there are differences on status attainment for people who had key schools. Chapter six is an empirical analysis of time sequence and status attainment through survey data which based on sponsored mobility and contest mobility which Turner distinguishes two ideal types of social mobility.
Chapter seven is the conclusion of the research and discussion of the dissertation. The conclusion summarizes the full text of the empirical analysis. The discussion summarizes the general pattern of the Chinese people's status attainment and put forward that cultural traditions may be a moderating variable between education and status attainment.
On the basis of a review of the main work and results of the dissertation, the author gives the following basic conclusions.
First, stratification of the West is based on three constant which are liberal market economy, rule of law and democratic political traditions and the main concern is the technological progress, economic integration, as well as globalization, social policy and social interest groups and social reorganization of the relationship between interest groups. In Chinese society, liberal market economy, rule of law and democracy are variables, in consequence it does not make sense that Western hierarchical framework applied to the research of Chinese social classes.
Second, the essence of status attainment is the possession of scarce resources and state power is to decide a key social resource allocation system. Though Chinese society has changed greatly since the reform and opening-up policy, China's political system has not fundamentally changed. So, advantaged social groups are able to achieve the reproduction of social status through sorts of design of the system at any historical period.
Third, adult education and key school is the system design with which advantaged social groups achieve their own reproduction of social status to some extent. On the one hand, from the perspective of human capital adult education is lower than general education, but there is no significant difference for status attainment and key schools gather superior educational resources. On the other hand, advantaged social groups can always use its own advantages in terms of adult education and key school for more opportunities.
Fourth, through the event history analysis for education and status attainment there is different meaning whether the highest degree is after the first job. The people who get the highest degree after the first job are the key person to be trained by the Communist Party of China, which can get more rate of return at the same level of education.
There are two innovations in this essay, which are as follows. In terms of theory innovation, the author puts forward hierarchical theory for state based on the distinction between constant and variable and the inherent characteristics of Chinese society, which challenge and complement hierarchical theory for market. In terms of content innovation, this essay made some empirical analysis on the role of some special educational system, such as adult education and key school, in social stratification in Chinese society, which fill the gaps on research of education and social stratification.
引文
①关于科举制度进一步的阅读请参阅：林白、朱梅苏,《中国科举史话》,江西人民出版社2000年版；王炳照、徐勇主编,《中国科举制度研究》,河北人民出版社2002年版。
①Parsons T., The School Class as a Social System, Harvard Educational Review, Vol 29, No.4,1959.
①1981年《中国青年》杂志刊登的“羊肠小道上的竞争叫人透不过气来——来自中学生的呼声”一文,最早对重点学校学生学业负担进行关注的,并产生了较大的社会影响。
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