Empirical Research On Education Attainment And Education Mobility

Education attainment and education mobility is not only an important perspective to inspect social education opportunity distribution, but also an important perspective to research social justice. In this paper, education attainment refers to the education level of social members eventually, and education mobility refers to the intergenerational education mobility. From the perspective of intergeneration, this research constructs a standardized and integrated quantitative research framework, makes the system systematic and integrated quantitative research method, and then, on the base of the descriptive analysis of multiple perspectives, the interpretation analysis of multi models and the macro analysis of multi dimensions, comprehensively, thoroughly and systematically explores the overall situation, inequality change, and effect logic of social members’ intergenerational education attainment and education mobility in our country. This research totally constructs more than a dozen quantitative analysis models, and puts forward several dozen specific hypotheses according to the construction method of the models, and tests the hypothesis of each model one by one, and tries to communicate with existing research results( e.g. the MMI hypothesis, EMI hypothesis, and other important views),and then forms new understanding about education attainment and education mobility, expands the depth of the educational inequality research. The final conclusions of this study are as follows.1.Education as the important status production mechanism of modern industrial society has duality character, not only the mainstream positive role of the status cyclic production in modern industrial society, but also the negative effect of the status reproduction in modern industrial society.2.There are significant differences in the distribution of the strata, urban and rural areas and the same period group of the intergenerational education attainment in our country. Education attainment ages and status education diversion is affected significantly by the parent factors(i.e. family backgrounds), At the same time, it also is affected by the natural factors such as the urban and rural areas, gender and so on.3.The education transformation rate of the intergenerational education attainment is rising along with the change of time in our country. When the education transformation rate is close to saturation, the effects of the parent factors(i.e. family backgrounds) are declined, this result verifies some ideas about the MMI hypothesis.4.The quantity inequalities of the intergenerational education attainment gradually decreased in our country,but the quality inequality of the intergenerational education attainment were effectively maintained. Education expansion, especially the expansion of college enrollment, dose not reduce the influence of the parent factors(i.e. family backgrounds), the transformation models of the intergenerational education attainment verify the applicability of the EMI hypothesis in China.5. The overall flow rate of intergenerational education is relatively high in our country. But the level of intergenerational education elasticity is increasing. This shows that in the social environment of the higher level of the intergenerational education, The decisive effects of the educational attainment level of father’s generation on the children’s education level is enhanced6.The intergenerational education mobility is characterized by short distance mobility and forward mobility in our country. The distance and direction of the intergenerational education mobility is also significantly influenced by the parent factors(i.e. family backgrounds), this character finitely fits the FJH hypothesis of the social mobility.7.Education attainment can penetrate the time and space to always significantly affect the intergenerational education attainment and education mobility. All models in this study shows that the education attainment and education mobility of filial generation is continuously significantly affected by the family cultural capital witch is represented by the age of the father education attainment.8.The enhancement of social inequalities and the deviation of education policy changes are the structural and deep-level influence factors of the education inequality. They have greatly enhanced the effect of the family background on intergenerational education attainment and education mobility. Under the condition of the established social structure, the reform of education policy in fair and reasonable orientation is a more desirable and effective path to improve the situation of education inequality in China.On the whole,this paper researches the intergenerational education attainment and education mobility as a whole from the perspective of intergeneration, based on the new large scale survey data, tries to apply some new analytical tools, focus on dialogue with existing research achievements, forms new rational knowledge of localization based on Chinese experience in conclusions. This paper not only has great theoretical significances in explaining the logic of intergenerational education attainment and education mobility in our country, but also has important decision reference value in improving the inequality of the intergenerational education in China.