家庭背景、班级情境与青少年的跨群体交往

通过分析“中国教育追踪调查”（CEPS）数据，本文考察了家庭背景和班级情境对流动儿童和本地儿童跨群体交往的影响。研究发现，家庭社会经济地位对流动儿童的跨群体交往具有积极作用，但本地儿童的家庭社会经济地位越高，跨群体朋友数量反而越少。总体而言，班级异质性与学生的跨群体朋友数量之间呈倒“U”型关系，但随着班级异质性的上升，流动儿童的跨群体朋友数量呈下降趋势，本地儿童则正好相反。所属群体跨群体社会交往越多，学生拥有的跨群体朋友数量越多，并且这种积极作用对本地儿童的影响更大。而外部群体的封闭性越强，学生跨群体朋友数量就越少，并且这种消极作用对流动儿童更强。最后还发现，上述班级情境影响效应的群体性差异主要存在于本地儿童数量占优势的班级。

Family Background,School Class Context and Adolescents' Intergroup Contact

The social integration between migrant and native students is of great practical significance for promoting the healthy development of Chinese youth, educational equity and sustainable development of urban society. However, although previous studies have examined and analyzed this topic from different theoretical frameworks, most of them have neglected the important issue of social interaction between migrant and native children. This paper attempts to remedy this deficiency. By analyzing the national survey data of junior high school students, this study examines the influence of family background and school class context on intergroup friendship between migrant and native children. First of all, family socio-economic status has a positive effect on migrant students' intergroup interaction, but the higher the family socio-economic status of native children, the fewer intergroup friends they have. Second, there is an "inverted U-shaped" relationship between the group diversity in class and the number of intergroup friends. As group diversity increases, the fewer intergroup friends the migrant students make, while the opposite is true for the native students. Third, when a group has more intergroup interactions, its members have more outside-group friends and exert more greater impact on native students. When a group is more exclusive, fewer intergroup friendship occurs, especially for migrant students. Finally, this study also finds that the above effects of class context are mainly observed in school classes with the predominant number of native students. The results of this study show that family background and school class context are important factors in determining the differences in intergroup interaction between migrant and native students.More attention is warranted in future research to the micro-mechanism and the effect of social interaction between migrant and native students.