家庭背景、教育期望与大学教育获得：基于上海市调查数据的实证研究

家庭背景通过子女教育实现优势地位的代际传递，以往国内研究认为，这种代际传递主要通过教育分流和文化资本、社会资本机制得以实现。本文根据威斯康星教育获得模型的研究成果，引入大学教育期望作为家庭背景影响子女大学教育获得的中间机制。研究采用2010年“上海居民家庭生活状况调查”数据。分析发现，在少年时具有大学教育期望的人，最终获得大学教育的机会明显增加，而个人大学教育期望的产生又主要同家庭背景和父母期望有关。具有优势地位的父母（尤其是接受过高等教育的父母）对子女上大学的期望较高，并激发了子女上大学的期望。同时，具有优势地位的父母能更多地参与到子女的教育过程中，为子女创造更多的支持条件，这些都有助于子女维持和实现自己的教育期望。因而，整个代际传递的逻辑可以表述为：家庭社会经济地位越高的子女，其上大学的期望也越高，这种期望最终会转化为大学教育获得的优势。

Family Background,Educational Expectation and College Degree Attainment: An Empirical Study Based on Shanghai Survey

The classical Blau Duncan status attainment model found that the advantage of family background was reproduced through children’s education but it did not give much detail to the intermediate mechanisms in the inter generational transmission. Previous domestic studies considered school tracking, cultural capitals and social capitals being the mechanisms to explain the inter generational transmission. The present study, according to the viewpoints of Wisconsin Educational Attainment Model, brought in college degree expectation/aspiration as the mediating variable between family background and children’s college education attainment. The analysis of the data from “Shanghai Residents Family Life Status Survey” (N=1181) in year 2010 found that those who had strong expectations for a college degree when they were young got significantly more opportunities to enter college, and furthermore, that the development of individuals’ expectations for higher education was related to their family backgrounds and parents’ expectations. Educational expectation played a role in inter generational advantage status transmission as an intermediate mechanism that mediated the impact of family backgrounds on educational attainment. This mechanism was expressed during the process of children receiving education. The higher the socio economic status, the stronger expectations the parents would have for their children to get into college. This was particularly true of the parents who had received higher education themselves. They were able to provide their children with abundant and useful information about college life and learning, to engage more in their children’s learning, and to create more supportive conditions. All these advantages helped children maintain and realize their expectation of a college degree. Driven by the educational expectation for college, the individuals worked harder in the learning process in order to achieve the ambition of higher education, which led to increased likelihood to be admitted to college, and eventually, to the realization of the inter generational transmission.