论孔子的素质教育思想

孔子的教育对象观、教育目标观、教育方法观以及他的因材施教的教育实践,都体现出素质教育的特征,我们应当重视并借鉴,以便更好地为我们今天的素质教育服务。     

Nominal comparability is not enough: (In-)equivalence of construct validity of cross-national measures of educational attainment in the European Social Survey

Educational attainment is a core social background variable covered in each and every survey of individuals. Since educational institutions and qualifications are difficult to compare across countries, cross-national surveys pose a particular challenge to the measurement of educational attainment. This study performs a comparative construct validation of a number of cross-national measures of education using the European Social Survey. The measures comprise two versions of the International Standard Classification of Education (ISCED), the education scheme developed in the project ‘Comparative Analysis of Social Mobility in Industrial Nations’ (CASMIN) and hypothetical as well as actual years of education. The first ISCED measure corresponds to the well-known main ISCED levels. The second one, the European Survey Version of ISCED (ES-ISCED) developed for this study, represents an effort to reflect different types of education within levels of education by considering ISCED sub-dimensions, most importantly ‘programme orientation’. Using linear regression models, it is shown how much explanatory power educational attainment loses when different cross-national variables are used, as compared to country-specific educational attainment variables (CSEVs), and how these losses vary across measures and countries. The dependent variable used for the construct validation is social status as measured by the International Socio-Economic Index (ISEI). Results suggest that harmonisation always entails some loss of explanatory power for at least a few countries. However, there are clear performance differences between the comparable measures in terms of both the average amount of losses as well as the distribution of losses across countries. The use of actual years of education as well as the levels-only ISCED strongly attenuates the education-social status association on average, but also to very different degrees across countries. CASMIN and ES-ISCED fare considerably better: they show the lowest losses of explanatory power and the lowest variation of losses across countries. Hypothetical years of education lie in between. Some practical implications are then proposed, e.g. on how to implement cross-national measures of educational attainment in international surveys.     

转型期农村教育社会分层功能弱化的制度性因素

学校教育制度应该促进农村学生的向上社会流动,然而在我国社会转型过程中的教育制度以城市教育为中心,优先发展城市教育,以"市场能力"和学业成绩作为学校选拔规则,以及重点学校制度对农村学生获得高一级教育机会的制约,导致了对农村学生的"教育排斥"。教育制度的城市化、市场化、精英化取向是转型期农村教育社会分层功能弱化的制度性原因。将现阶段农村教育主要功能定位于促进农村学生城市化和社会地位升迁,确立教育制度的正义原则,实现对农村学生的"差异补偿"是解决这一问题的主要思路。     

Whither the virtuous cycle? Past and future trends in black-white inequality in educational attainment

The inequality in the relative years of education between blacks and whites has diminished dramatically over the 20th century. One possible explanation for this convergence is a virtuous cycle of parents passing on educational advantage, from one generation to the next, leading to an overall educational upgrading. In this paper we test the virtuous cycle hypothesis by estimating the three way interaction of cohort, race, and family background. We find that the convergence in educational attainment between blacks and whites over the past century was driven by processes unrelated to family background.     

College-bound friends and college application choices: Heterogeneous effects for Latino and White students

Friends are among the most influential social forces affecting adolescent behavior, yet little work has focused on the influence of friends on the decision to apply to college. Using data from the senior cohort of the Texas Higher Education Opportunity Project, we employed propensity score matching with sensitivity analyses to investigate links between having college-oriented friends and applying to college. We found that college-oriented friends increased the likelihood of applying to any college and to 4-year colleges, both for White and Latino students. However, Latino students benefited less from college-oriented friends compared to White students. Our findings suggest that college-choice models should more directly account for the influence of friends in applying to college, taking account of racial and ethnic differences, and future research should explore why Latino students benefit less.     

疾病、文化抑或其他?——同性恋研究的人类学视角

客观存在的同性恋群体长期以来属于人类学研究的禁区,其承受的污名和歧视使触碰这一领域的学者规模和作品数量相对稀少,这种情况在中国人类学界尤为明显。从学科认识论来看,同性恋研究经历了"性逆转"、"性倒错"的医学范式;异性恋框架主导的文化影响模式;建构学派的历史、政治、经济视角批判;以及酷儿理论的全盘颠覆和开放式探索。     

李安宅未刊手稿《十年来美国的人类学》及其解读

李安宅撰写的《十年来美国的人类学》是其在美讲学期间应国内人类学家卫惠林、何联奎所约而作,论述了1938-1947年美国人类学的理论进展及其学科特性,梳理了美国人类学界相关人物的动态和主要的书刊。这一观察海外人类学进展的重要文献,具有重要的学术史料价值。文章首次披露李安宅手稿全文,并对其写作背景及该文所透露的有关问题略作讨论。     

外来工子女留守与流动的教育状况比较

在教育公共政策转型的社会背景下,经济因素和外来工家庭凶素是影响其子女在城乡之间进行就读选择的重要原因。外来工子女进入城市上学的成本是留守在农村的两到三倍;外来工子女流入城市就读的主要因素并非是农村的教育质量问题;外来工子女流入城市比留守在农村老家更容易失学。     

本土知识与人类学传统

本土知识进入当代视野,与人类学传统有着深刻的联系.第一,早期人类学的人文反思为本土视角的出现、本土知识的再发现奠定了基础.第二,战后人类学关注发展问题丰富了本土视角的内涵,照亮了本土知识的价值和意义.第三,人类学文化研究的观点和方法形成本土知识的方法论基础,并使人类学成为沟通本土知识和科学知识的桥梁.