A Research On The Social Integration Of The Non-Shanghai Higher Vocational College Students

With the expansion of enrollment outside Shanghai in higher vocational colleges, the relationship between the society and the students who do not come from Shanghai is a concern in the education circle. There are differences in the economic and social development levels and the education development levels in places around our country. And the higher vocational colleges in Shanghai do not have the preparation to accept these students and they follow the previous education teaching modes. Therefore, many problems arise. The students cannot adapt themselves to the environment. The schools do not accept them and the society does not recognize them.This essay sets non-shanghai native students as the research objects and lays emphasis on their relationships in economic, social, cultural and psychological dimensions to do research on their real thoughts. Some common problems affecting their personal development have been found out. The essay puts forward some suggestions from two aspects of school and society.Chapter One introduced the purpose and significance of this study, also reviewed the literatures about the non urban students social integration in city environment. We also describe the research ideas and methods of this study, and define the core concepts of non-Shanghai native students and social integration.Chapter Two set up an evaluation indicator system of non Shanghai native Vocational College Students’ social integration, mainly on the related theory, and construct the principle of evaluation indicator system of social integration, finally from the four dimensions:the income in school, cultural dimension, social dimension and psychological dimension were included in the evaluation indicator system. We also constructed the questionnaire for the non-Shanghai native students and local students.Chapter Three describes the integration condition of non-Shanghai native students, including school income dimension (family, school, and income), social dimensions (friends, classmates, teachers and family communication), cultural dimensions (the understanding of the Shanghai Customs, the satisfaction of the campus culture, the local language and diet adaptation), the psychological dimension (identity, residence willingness and social satisfaction). The interviewing objects includes teacher, shanghai local students and non-shanghai native students for the deep understanding of social integration.Chapter Four discusses the reasons for the non Shanghai native student social integration condition, including the economic factors, social factors, cultural factors and psychological factors. The results show that poor family, limited social contacts, knowledge about Shanghai local tradition and psychological attribution, are the main factors inducing the social interaction of non Shanghai native student.Chapter Five gives out methods and suggestions to enhance the non Shanghai native students’ social integration, which contains more care for students from poor family, setting up a harmony campus environment and more opportunities of social communications, to enhance the social satisfaction of non Shanghai native students.