教育期望的代际阶层传承：基于CFPS数据的研究分析

Intergenerational Class Transmission of Educational Expectations: A Study Based on CFPS Data

摘要: 在高等教育规模持续扩张与文凭通胀加剧的当代社会语境下，教育期望已然演变为形塑中国社会阶层分化格局的关键认知枢纽。从文化再生产维度来看，家庭作为文化资本传递的核心场域，在日常互动与价值观念的潜移默化中，将阶层惯习内化为子女的认知框架。代际间的文化传承呈现出显著的延续性特征，父母对子女教育期望的提升，会通过家庭内部的文化濡化过程，深刻影响子女自身的教育期望建构，这种文化再生产的代际传递，成为阶层结构固化趋强的重要内在动力。经济资本层面，其在教育期望塑造中构筑起坚实壁垒。家庭社会经济地位的差异，直接映射在子女教育期望的分层上。高经济资本家庭凭借丰富的资源储备，为子女拓展了更为广阔的教育想象空间；而低阶层家庭受限于“生存理性”，在教育期望的构建上往往陷入困境，难以突破资源匮乏带来的局限，从而形成鲜明的期望分层现象。如今社会，若要打破阶层结构固化趋强的困局，不能仅仅局限于资源的再分配，更需要通过生涯规划课程的系统开展以及家庭期望干预措施的有效实施，重塑社会成员对教育的认知，从而为阶层流动，政策创新等做出新的契机与可能。

Abstract: In the contemporary social context of the continuous expansion of higher education and the intensification of diploma inflation, educational expectations have evolved into a key cognitive hub shaping the patterns of social stratification in China. From the perspective of cultural reproduction, the family, as the core domain for the transmission of cultural capital, subtly internalises class habits into children’s cognitive frameworks through everyday interactions and values. Intergenerational cultural inheritance shows significant continuity; the elevation of parents’ educational expectations for their children profoundly influences the construction of their children’s own expectations through the process of cultural immersion within the family. This intergenerational transmission of cultural reproduction becomes an important internal force for class consolidation. On the level of economic capital, it constructs a solid barrier in shaping educational expectations. Differences in family socio-economic status are directly reflected in the stratification of children’s educational expectations. Families with high economic capital, with abundant resource reserves, provide their children with a broader educational imagination space; whereas lower-class families, constrained by a “survival rationality”, often struggle in constructing educational expectations and find it difficult to overcome the limitations imposed by resource scarcity, resulting in a marked stratification of expectations. In today’s society, to break the impasse of class consolidation, it is not enough to simply redistribute resources; it is also necessary to implement systematic career planning courses and effective parental expectation interventions, thereby reshaping the cultural politics of social members’ “perception of educational possibilities” and creating new opportunities and potential for social mobility and policy innovation.