Social Capital in Educational Attainment: The perspectives of network resource and social closure 

布迪厄的“网络资源”和科尔曼的“社会闭合”两种研究进路长期以来一直统治着社会资本与教育获得的研究领域,前者强调蕴含于社会网络中的资源对教育获得的影响,后者则强调闭合网络的支持作用。本研究试图将这两类社会资本纳入同一个研究框架中,探讨二者之间的差异、联系及其对教育获得的影响机制。本研究认为两类社会资本间的主要差异体现在社会资本来源的不同,“网络资源型”社会资本的来源是家长的社会网络,其作用主要是为孩子提供更好的教育机会；而“社会闭合型”社会资本的来源则是家长与孩子本人、教师及其他家长之间形成的紧密社会结构,孩子可以直接从此类社会资本中获益。但两种社会资本之间又存在复杂的交互作用,可以共同促进孩子的学业成绩。通过对一项全国城市中小学生的大规模社会调查所得数据的分析,本研究进一步检验了这两种社会资本对教育获得的具体作用。

Two research approaches， namely Bourdieu's network resource and Coleman's social closure，have been dominating the field of social capital and educational attainment． Network resource approach emphasizes the resources embedded in the social network，while social closure approach focuses on the supportive impacts of the closure of social structure． This paper attempts to explore the differences and the relationship between the two approaches，and to integrate them into one analytical framework． The authors argue that the main difference between the two types of social capital lies in their sources． The source of “network resource” is the social network of the parents． The parents could mobilize their resources to provide better educational opportunities for their children． The source of “social closure” is the social closure structure based on interactions among parents，children，teachers and other parents， from which children could directly benefit． These two types of social capital play different yet interacting roles in adolescents' educational attainment． Drawing upon data from a large scale national survey on primary school and junior secondary school students，this paper empirically tested the hypotheses mentioned above．

赵延东 洪岩璧

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