Middle School Tracking and Occupational Status Attainment in China

布劳-邓肯的经典职业地位获得模型把教育水平作为阶层地位再生产的中间变量,却忽视了教育分流的效应。本研究认为,在当前中国社会中,中学教育分流对阶层地位的再生产的效应是不可忽视的。对2008年“中国综合社会调查”(CGSS2008)数据的分析显示,曾就读重点初中或高中的人更有可能获得较高水平的教育,从而在劳动力市场上获得较高的职业地位；但是教育分流的优势并未对人们现职职业地位产生显著的直接影响,只能通过教育获得和初职职业地位获得对现职职业地位获得产生间接影响。中国的重点、非重点中学校制,导致了后续高等教育机会分配的不平等,进而影响了人们职业地位的获得。这些研究结论以中国的资料拓展了布劳-邓肯模型关于教育作为阶层地位再生产的中间变量的内涵。

In Blau-Duncan’s status attainment model and other related researches， education was used as the intermediate variable for stratum reproduction，but the effect of school tracking on status attainment is largely neglected． This paper argues that middle school tracking plays a significant role in stratum reproduction in China and should be studied carefully． Using data from CGSS2008，this study finds that rural and urban residents attending key junior or senior middle schools are more likely to have higher levels of education，leading to higher occupational status in the labor market as a result． Middle school tracking doesn’t have significant effect on people’s current occupational status，however，it exerts indirect effect through influencing educational attainment and the first occupational status attainment． Therefore，China’s key middle school system has exacerbated opportunity inequality in higher education， and consequently affects people’s occupational status attainment． Using empirical data from China，this study expands and complements the Blau-Duncan's model regarding the role of education as the intermediate variable for status reproduction．

王威海 顾源

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