教育政策研究的社会性别视角的缺失

社会性别视角的缺失是近年来我国教育政策研究中存在的一大问题。从教育政策研究中社会性别视角缺失的现象入手,分析其产生的原因并提出解决方案,以期在未来的教育政策研究中社会性别视角能够得到更好的运用。     

‘We understand better because we have been mothers': teaching,maternalism, and gender equality in Bolivian education

This article explores Bolivian schoolteachers’ attitudes and practices surrounding gender in the context of a national educational reform law that mandated gender equity. Teacher interviews and primary school classroom observations indicate teachers’ discourses and practices reflect a sometimes paradoxical blend of advocacy for gender equality and reinforcement of existing traditions of patriarchy. Specifically, long-standing cultural assumptions that essentialise women's maternalism were common within schools and supported by both teachers’ attitudes and classroom practices. While this served to reinscribe gender inequality and women's subordination, teachers’ discourses also drew upon ideals of maternalism as a basis of women's strength and empowerment in opposition to sexism. In this article, we explore the tensions that arise as teachers negotiate their own staunch support for girls’ rights alongside their assumptions about gender differentiation.     

Are boys that bad? Gender gaps in measured skills,grades and aspirations in Czech elementary schools

This article examines gender gaps in academic performance (grades in mathematics and reading) between boys and girls of ninth-grade elementary schools in the Czech Republic. Our analysis is based on 2003 data from the Programme for International Student Assessment, encompassing the academic performance and family background of ninth-grade pupils. Similar to research on other countries, we find that girls strongly outperform boys in grades in Czech language, but that this gender gap is not explained by measured ability in reading nor on family background or student attributes. We also find gender bias in mathematics grades, after controlling for measured ability and other factors. Girls are also substantially more likely than boys to apply to secondary grammar schools, as well as aspire to a college education, even after controlling for measured ability. We put forward a number of theoretical perspectives that shed light on the possible causes of these empirical findings.     

A critical review of some recent developments in quantitative research on gender and achievement in the United Kingdom

Over recent years the findings of a number of quantitative research studies have been published in the UK on gender and achievement. Much of this work has emanated from Stephen Gorard and his colleagues and has not only been highly critical of existing approaches to handling quantitative data but has also suggested a number of alternative and, what they claim to be, more valid ways of measuring differential patterns of achievement and underachievement between groups. This article shows how much of this work has been based upon rather under‐developed measures of achievement and underachievement that tend, in turn, to generate a number of misleading findings that have questionable implications for practice. It will be argued that this body of work provides a useful case study in the problems of quantitative research that fails to engage adequately with the substantive theoretical and empirical literature and considers some of the implications of this for future research in this area.     

Educational aspirations in inner city schools

This research aimed to assess the nature and level of pupils’ educational aspirations and to elucidate the factors that influence these aspirations. A sample of five inner city comprehensive secondary schools were selected by their local authority because of poor pupil attendance, below‐average examination results and low rates of continuing in full‐time education after the age of 16. Schools were all ethnically mixed and coeducational. Over 800 pupils aged 12–14 completed a questionnaire assessing pupils’ experience of home, school and their peers. A sub‐sample of 48 pupils, selected by teachers to reflect ethnicity and ability levels in individual schools, also participated in detailed focus group interviews. There were no significant differences in aspirations by gender or year group, but differences between ethnic groups were marked. Black African, Asian Other and Pakistani groups had significantly higher educational aspirations than the White British group, who had the lowest aspirations. The results suggest the high aspirations of Black African, Asian Other and Pakistani pupils are mediated through strong academic self‐concept, positive peer support, a commitment to schooling and high educational aspirations in the home. They also suggest that low educational aspirations may have different mediating influences in different ethnic groups. The low aspirations of White British pupils seem to relate most strongly to poor academic self‐concept and low educational aspirations in the home, while for Black Caribbean pupils disaffection, negative peers and low commitment to schooling appear more relevant. Interviews with pupils corroborated the above findings and further illuminated the factors students described as important in their educational aspirations. The results are discussed in relation to theories of aspiration which stress its nature as a cultural capacity.     

Educational attainment in South Africa: a view from the census 1865–2011

Population censuses record considerable volumes of personal information, which when aggregated and tabulated provide significant insights into national societies. South African censuses have recorded levels of educational attainment since their inception in the mid-nineteenth century, initially measuring literacy and later the level of education completed. The statistics demonstrate deep long-term inequalities within South African society and the changing emphases placed upon them by governments of widely varying viewpoints. Temporal changes have been of constant concern, with the comparison of the results of one census with another to assess the effectiveness of government programmes. However, it has been the differences based on race or population group that have attracted most attention and remain the most contentious in the post-apartheid era. The census collects comprehensive statistical information independent of other sources and so provides a highly valuable and reliable record for a wide variety of investigations.     

家庭功能的变迁与教育机会的发展——以社会性别理论为视角

随着现代社会经济的发展和科学技术的进步,人类社会的家庭及其社会功能发生了巨大改变,其中家庭社会实践活动的功能经历了重大变革,特别是家庭的教育功能在家庭与社会发展变革的联系和作用中发挥着重要功效,以不断满足人们生存和社会适应的各种需要以及适应和改变社会环境的需要。在家庭社会功能发展与变迁的过程中,人们依然在不断地追求美好的理想,即接受均等的教育,尽管人们对\"教育机会均等\"问题的认识和努力存在着一定的文化、传统、观念上的差异,但是追求和实现教育机会的均等仍是社会各级各类教育所要达到的教育目的之一。以女性主义的社会性别理论为依据来反思和分析传统家庭社会功能发展中所充斥着的男性中心思想和意识,可以重新审视家庭社会功能变迁对教育机会发展的影响,不断思考并解决家庭社会功能发展和教育机会发展的关系问题,努力促进社会教育机会平等发展。     

增加公共教育经费有助于改善教育的代际流动性吗?

近年来,越来越少的农村学生能够进入我国的顶尖高校,农村孩子的教育问题引起了社会的广泛关注。随着我国不断加大在农村地区教育经费的投入,家庭背景是否仍是制约农村学生教育抉择的关键因素是目前迫切需要回答的问题。我们通过中国住户收入分配数据库,分析了从1988年到2007年间家庭背景对子女上高中的影响趋势。结果发现在控制了一系列相关变量后,家庭背景对农村子女上高中的影响程度呈现倒U型变化,在最近几年开始呈现下降趋势,但父母受教育程度的影响一直很稳定,没有显著变化。此外,将孩子分成不同年龄组的回归结果,得到了相似的结论。本文构建了一个两阶段的教育选择模型,从教育经费的视角对此现象进行了剖析。发现当公共教育经费增加时,父母收入对孩子受教育程度的影响会减弱,而父母受教育程度的影响与公共教育经费无关。上述结论意味着,公共教育经费的增加,可以在一定程度上减弱家庭背景的影响,增加社会阶层的流动性,但当公共教育经费增加到较高水平时,对家庭背景的影响可能会非常微弱。这些结论具有很强的政策含义。我国政府在21世纪初对义务教育投入了大量的经费,经验分析的结果表明,家庭收入对孩子接受高中教育的影响在2007年左右已经不显著。分不同年龄组的回归结果显示,家庭收入对1986年以后出生的孩子的影响在显著下降,说明我国公共教育经费的投入取得了显著的成效。同时,这也隐含地表明今后的教育投入应该有所侧重,对贫困地区、中西部落后地区增加义务教育阶段的公共教育经费,可能会提高孩子的受教育程度;但对于发达地区,增加义务教育阶段的公共教育经费的效果可能会不明显。     

个人教育获得:学校取代抑或延续了家庭的影响——两种理论视野的比较

现代社会中,学校教育与家庭背景在个人教育成就获得影响中的关系如何,对于社会阶层结构具有极为重要的影响.功能主义和冲突论对这种关系有着取代与延续两种截然不同的判断,并因此引发了大量的经验研究.两种理论对此问题的分析差异,不但在各自的发展中不断强化,而且带来了理论逻辑的诸多差异以及经验研究中的优势与不足.在我国社会阶层结构正在形成的背景下,就学校教育与家庭教育的关系问题,对两种理论进行系统的梳理、分析与比较,具有重要的研究与实践价值.     

Gender differences in adult numeracy skills: what is the role of education?

Previous research suggests that as societies empower women educationally, gender differences in numeracy skills will decline. Using direct measures of 56,142 adults’ numeracy skills from the Programme for International Assessment for Adult Competencies (PIAAC), this article studies whether this claim is evidenced across 20 Organisation for Economic Co-operation and Development (OECD) countries. Results show that in many countries, as education has equalised over generations, gender differences in adult numeracy skills have indeed declined. However, women’s advances in education have not always been matched by a reduction in the gender difference in adult numeracy. Contrary to expectations, gender differences in fields of study in further and higher education cannot systematically explain gender differences in adult numeracy. This suggests that to achieve gender equality in numeracy skills, societies must do more than empower women educationally. More research is needed on the educational policies, contextual, and life course factors contributing to gender differences in adult numeracy in post-industrial societies.     

城乡家庭资本与子女的学业成就

通过对科尔曼、布迪厄资本理论的综合与扩展,本文分析了城乡家庭经济、文化、社会资本的差异对子女学业成就的影响,得出的结论是:家庭经济、文化、社会资本与子女的学业成就有很强的相关性;城乡间家庭资本存在的较大差距是形成城乡家庭子女学业成就差异的重要因素。本文最后提出了几点关于缩小城乡教育差距的政策建议。     

家长教育政策了解度与子女教育获得——基于课外补习的中介效应分析

家长教育政策了解度作为一项重要的教育素养,对完善家庭教育体系有着重要的意义。文章运用描述统计和结构方程的方法得出,目前家长教育政策了解度处在较低水平;家长教育政策了解度与子女教育获得呈显著正相关;课外补习在家长教育政策了解度与学生成绩间起中介作用;课外补习在中考政策了解度的中介效应高于高考政策和“双一流”政策。政府应从完善教育政策宣传路径,提升家长教育政策了解度;引导家长合理参与补习教育,制定低产阶层参与补习的帮扶机制;优化义务教育阶段资源配置,加快推动考试改革等方面提升家长教育政策认知度及教育获得感。     

On the Difference of Elementary Education between America and China

This paper tries to make a comparison between the two countries, and demonstrates the questions in our elementary education, then proposes the solutions and suggestions.