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教育學

研究提案寫作分享

（該研究提案經學生同意後，分享給大學學習）

（版權歸學生和瑾笠教育共同所有）

該結構為【瑾笠教育】要求

1。 Proposed Research Title

2。 Research Background

3。 Research Aim and Objectivities/Questions

4。 Methodology and Methods

5。 Timeline

6。 Literature Review

7。 Refereces

（涉及到老年人兒童會要求加入Research Ethic Issues）

1. Proposed Research Tittle

the Impact of Family’s Socioeconomic Status on Teens' Educational Attainment in China: Gaps between Rural and Urban China from 1988 to 2018

2. Research

Background

Since the expansion of higher education in 1999， the Chinese education system has changed completely。 These changes have included a dramatic rise in inequality of opportunity。 Schools no longer formally assign students to overarching tracks that determine their course choices （Carey et al。， 1994）。 New tracking is activated in many separate， yearly， subject-specific decisions rather than in one global assignment to track at one pivotal point in a career （Moore and Davenport， 1988）。 The government no longer provides the only educational authority for children， and in these circumstances， social background is of increasing importance for students’ track placement。

Sociologists have identified two ways in which family socio-economic status matters。 Firstly， middle-class families appear to be proactive， maintaining tracking in general and securing for their children the best positions within the track structure of the school （Wells and Serna， 1996）。 Secondly， students with socioeconomically advantaged parents can secure advantaged places， both in the sense of access to a wide array of resources， and also in the sense of personal experiences guiding their children to make serious decisions （Lucas， 2001）。 Students without such advantages can only rely on themselves。

This phenomenon appears to have intensified in China within the last ten years。 China is experiencing unprecedented social and economic transformations as a result of its transition from a centrally planned system to a “socialist market economy” affected by globalisation。 Massive changes are occurring in Chinese labour markets， and these have resulted in many unexpected and complex problems of social inequality （Xu， et al。， 2016）。 In this context， measurements of family socioeconomic status and educational attainment are more difficult than ever， and the relationship between these two has become more complicated。

There are two more factors that should be considered seriously， both of which relate to the internet。 Information acquisition is more convenient than ever， and this situation makes two directions possible。 The positive trend is that families and children can gain access to lectures and courses provided by famous professors and schoolteachers working in different cities。 New types of teaching approaches are growing， such as online courses。 Even without traditional socioeconomic resources， parents can use the Internet to collect useful information to guide their children’s education。 Technique development seems to break the walls within social classes。 However， the other possibility is that online education may aggravate the gap between rural and urban areas。 Rural families with less education lack the capacity to search resources via the internet， and furthermore， some researchers are concerned about rural students’ self-control when facing the many seductions of the internet。 Another issue is that new industries connecting with the internet， such as live-broadcasting via certain live platforms or writing popular articles on Tencent Official Pushing platforms， closely accelerates capital flow， and some people involved in these areas may become Chinese Gatsbys， lacking the expected education and knowledge。 It is possible that people can possess fortune without the corresponding position。 Social solidarity between capital and social status seems to be less reliable than it used to be。

In the context of a society where education is recognised as a means of social mobility， an investigation into the level of family socioeconomic status that a student has can provide an insight into their experiences and educational outcomes。

It also raises the crucial question of how the opportunity structure promotes social mobility, and to what extent. Within the intricate complexities of Chinese society, topics relating to family socioeconomic status and education attainment have an epochal character（引出問題）.

3. Research Aim

During the past 30 years， from 1988 to 2018， the rapidly transforming social structure and continuous implementation of new educational policies have had a profound effect on socioeconomic status。 This research aims at

exploring and demonstrating how a family’s socioeconomic status will influence their offspring’s educational attainment. （所有的研究都有且只有一個research aim！）

4. Research Question

Question 1： how factors， including those mentioned in literature review， work on

education attainment。

1。1： regional comparisons， including urban and rural places， poverty

and rich places， etc。

1。2： longitudinal comparisons， including parents’ educational

background， parents’ political identities， parents’ occupational

structures， etc。

1。3： other possible factors found by data analysis， and an explanation of their effect on education attainment。

Question 2： what are the education attainment trends during the years 1988 to 2018？

Hypothesis 1： education attainment trends are not linear， and

they may change at a certain point in time for some reasons。

Hypothesis 2： the new social occupational structure may change the

original education attainment rules。

5. Methodology and Research Method

In research about social mobility in sociological issues， it seems that quantitative research with data analysis is preferable。 However， considering the rapid changes in Chinese society， I prefer to use a mixed method to discuss this topic。 I will begin with the qualitative method and follow this with the quantitative method。

The existing literature suggests that multiple linear regression is a possible model for the relationship between family SES and education attainment， separately measured by family income， family education level， family occupational status， and some Chinese-specific factors （e。g。 whether one is a CPC member）。 This proposed research focuses on such factors as parents’ occupational status， political identities， and educational background。 But other Chinese-specific factors， such as hukou location and ethnic minority status， can also be used to measure family socioeconomic status in the Chinese context。 These may have special effects on obtaining education， especially when it comes to elite colleges and universities。

Secondly， qualitative research is a kind of theory-generating activity， which is necessary for digging out the new influential factors in the context of Chinese society。 One of the key strengths of qualitative research is the comprehensive perspective it can provide， leading to a deeper understanding of the social phenomenon under study。 Having decided to use a qualitative method， grounded theory would be effective in finding new insights on this topic。 Open-ended interviewing is my top choice for a qualitative method。 According to the literature review， I will make an open-ended questionnaire as a guideline in conversations。 Highly structured strategies attempt to ensure that all respondents are asked the same questions in the same sequence to maximize the comparability of responses and to ensure that complete data are gathered from each person on all relevant questions。 Meanwhile， this method can help interviewees stay focused on the same predetermined topics and questions while remaining conversational and free to probe into unanticipated circumstances and responses。 These interviews can help me to develop a working hypothesis， and at the same time add some additional modifications to my hypothesis。 A recorder will record the whole interview process。 Interview details including recording will be cleared to respondents and they will give full permission before interviews start。

The reasons I want to do a case study relating to Peking University and Tsinghua University are as follows。 First， I have many social resources within these two elite universities， such as friends and classmates， professors， etc。 Second， I want to cover students who have spent their college period in these two colleges。 It will be straightforward to cooperate with university officials， as they prefer their alumni to do social scientific research analysing Peking/ Tsinghua issues。

Furthermore， according to former research experience， statistical analysis methods such as crosstabs， correlation， and logistic regression are commonly used in analysing similar topics。 Data collection will mainly rely on databases provided by Tsinghua University and Peking University officials。 According to my personal experiences， school officials will ask every freshman in the first month of the first term to fill in a personal information card， including student number， name， major， native place， nation， gender， birthday， political identity， name of middle school where you graduated， permanent address， parents’ occupations and duty， parents’ political identities， and even parents’ educational background。 All of this information will be collected via digital equipment。 The popularity of computers really began in the late 1990s in China， which means that relevant data relating to the late 20th century might be stored via cards in archive rooms。 This data is original and highly reliable and valid。

Data collection and analysis containing personal information requires strict secure storage to protect participants’ interests。 Anonymity can be ensured， because I will do this research personally。 Before the research， I will sign the relevant papers to guarantee confidentiality， for both Peking/Tsinghua University and the University of Bristol， who will enable me to conduct this program。 During the research process， I will watch out for both my personal security and privacy。 Relevant data will be exported in SPSS format to my college student folder space。 Storage of data will abide by the strict regulations of the University Ethics Committee， if necessary。

6. Timeline

Part 1 （2018。9—2019。9）： literature review and document-data collection， case study， research framework and preparing for the Fieldwork。 （XXXX 可以再具體展開）

Part 2 （2019。9—2020。9）： XXXX XXXX XXXX

Part 3 （2020。9—）： paper writing， research supplement； XXXX XXXX XXXX

7. Literature Review

Educational attainment， according to Wikipedia， is referred as “a term commonly used by statisticians to refer to the highest degree of education an individual has completed as defined by the US Census Bureau Glossary” （2017）。 Bourdieu （1996） has proved that the correlation between family’s socioeconomic status and the highest level of education attained has become strong enough to indicate that education credentials are some kinds of state-supported system of inherited privilege。 However， in this research， I will only discuss college students。

7.1. Family Socioeconomic Status

Family socioeconomic status is an essential factor when discussing education， no matter which topic。 Coleman’s （1966） seminal report on the impact of schooling in the U。S。 perceived that family background was a component of family SES in the education production function model。 This usually comprises of parental education， income and family size。 Research from Europe and the USA indicated that family background impacts strongly upon student performance， contributing to inequality of educational opportunity。 Furthermore， intergenerational mobility in education outcomes is partly attributed to intergenerational mobility in parental earnings （Perl， 1973）。 Hanushek （2007） determined that education production function refers to four main aspects： family background； peer inputs； school organisation and school inputs， while， on the other side， shows the correlation between family socioeconomic background and education。 Thus， it is reasonable to connect family SES with educational attainment。

As a predictor variable in the relationship， family socioeconomic status is an economic and sociological， factor combining the total measure of a person‘s work experience and an individual or family’s relative economic and social position， based on income， education， and occupation （Marmot， 2004）。 During categorisation， any or all of the three variables relating to income， education， and occupation can be assessed。 Lareau （2003） argued that higher socioeconomic status families are likely to stress higher education， while in poorer areas typically with low family SES， food and safety tend to be the priority， while younger generations may be at risk of social and psychological problems， such as mental illness， drug abuse and obesity。

Kolenikov and Angeles （2009） defined socioeconomic status as comprising of two perspectives， the economic position as well as the social prestige of a family。 To determine a family’s socioeconomic status， the idea of capital was also considered， such as financial， human and social capital， considered as interrelated and likely to affect family socioeconomic status。 Smith （1999） argued that the measurement of parent’s income was a more effective way to measure the financial capital。

Entwisle et al （1994） suggested that the measure of family socioeconomic status should be based on the social situation of parents， with the collection of data concerning parents’ occupation assisting researchers in understanding their position in the social network。 As Rodrigo et al。 （2001） indicated， parents’ occupational level is likely to relate to their education level， which assists in capturing some implications of human capital。 Regardless， Bradley and Corwyn （2002） suggested that the relevance of particular socioeconomic status indicators might vary depending on cultural background。

7.2. Education Attainment

Tremendous analysis on educational attainment found logit coefficients for social background to decline across transitions， such as Shavit and Blossfeld （1993）。 Generally， researchers provide some models to demonstrate the mechanism of education attainment

Life Course Changes （LCP） requires a deep understanding on the relationship between parents and children。 Muller and Karle （1993） speculated that， if children are independent enough from their parents for later transitions， then social status of this family should influence less on determining children’s additional schooling。

Another one is， based on cost-benefit analysis， Rafter and Hout （1993）have testified the result of 1967 reforms in Ireland around education， and provided a model， Maximally Maintained Inequality （MMI）， with four tenets。 This model explains the pattern of background effects across cohorts。 What really interesting is that， the forth point is that falling effects of social background can reverse to become rising effects of social background， in a different dimension。 For example， if public support for education is reduced， social class effects will increase （Hout et al。， 1993）。 MMI suggests that social background may actually matters more in later transitions rather than earlier ones。

The key difference between LCP and MMI is the core of each model。 LCS emphasizes age of children promote independence from parents， whereas MMI implies that adolescents’ independence depends on specific socioeconomic or sociopolitical context and the resulting social support for certain levels of education （Lucas， 2001）。

Furthermore， Lucas （2001） has consummated MMI into EMI， positing that whatever advantages are， people with socioeconomic advantages will secure for themselves and their children。 For educational attainment， these advantages may to secure the level of schooling， “quantitatively similar but qualitatively better education” （Lucas， 2001， pp1652）。 Similarly， Ayalon and Shavit （2004） have modified MMI as well that inequality in education is represented in a more qualitative way rather in quantitative way。 Even some researchers predicted that educational inequality in America would maximally maintained （Gamoran， 2001）。

7.3. Relationship between Family SES and Education Attainment

More and more attention has been paid to the research about relationship between family socioeconomic status and children’s educational achievement。 The classical Blau-Duncan status attainment model found that the advantage of family background was reproduced through children’s education （1967）。 Many researchers expand this model by adding predictors into this model， such as Ganzeboom et al。 （1991）， and Sewell and his colleague （2004）。 Education is a double-edged sword， as it is a main factor pushing social mobility， as well as a potential tool to realize social inheritance （Bourdieu， 2004； Li， 2006）。

Mainly， there are multiple explanations for how family socioeconomic status influence children’s education attainment。 Education streaming is one way to sort out students into various types， providing with different education resources。 Studies have shown that students with better family socioeconomic status can receive better education， and furthermore to get higher education and position （Dolton， et al。， 1996； Gamoran， 1992； Fang and Feng， 2005； Wang and Gu， 2012）。 Another explanation is about social capital and cultural capital。 Bourdieu has mentioned this point in many his book （1996， 2004）。 Children with better family socioeconomic status can inherit knowledge， technique and hobby from their parents， explicitly or potentially， all of which produce significant effect on children’s education。 Families with high income and high education level allow their descendants to receive long-year education （Qiu and Xiao， 2011） and offer a cultural atmosphere for children to cultural reproduction （Sun， 2012）。 Educational expectation is a fashion trend to discuss intergenerational advantage status transmission as an intermediate mechanism in recent Chinese education research。 Shen and Wang （2016） uses Wisconsin Longitudinal Study （WLS）， a development of status attainment model （Sewell， et al。， 1970）， to testify related hypotheses within people in Shanghai City。 The higher the socio-economic status， the stronger expectations the parents would have for their children to get into college。 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。 This result verified the same conclusion with what Western researchers found （Andres， et al。， 2007； Zhan and Sherranden， 2011）。

Chinese researchers have done a lot of studies on the causality between the advantage brought by family socioeconomic status and the advantage on children’s educational attainment （Li， 2006； Zhao and Hong， 2012）。 Even after 1999， the expansion of higher education， family socioeconomic status still has strong effect on their children’s attainment on college study stage （Liu， 2006）。 However， it seems that， developing area， especial western impoverished area， are not discussed as much as developed cities， such as Beijing and Shanghai。 The main reason of this phenomenon is the consideration of data collection and access。 Colleges and research institutions are mainly located in those developed regions and it is much more convenient for researchers to conduct their work。 Furthermore， social context in Western area differs what in Eastern coastal areas， considering of essentially different level of economic development。

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