处境不利大学生的阶层身份认同:文献回顾与理论反思-清华大学教育研究

文章信息/Info

Title:: Class Identification of Disadvantaged Students: Literature Review and Theoretical Reflection

Keywords:: disadvantaged college students; class identification; social mobility; social economic status

摘要:: 处境不利大学生的求学经历往往伴随着预期的阶层向上流动,高等教育机构是一个威胁与机遇并存的所在,场域的冲突、资本的增长和惯习的改变使得该群体的情感体验变得十分复杂,其阶层身份认同也处在变化之中。在社会认同理论、资本框架下的身份协商基础上,我们尝试以文化建构的路径对该群体的阶层身份认同形成过程展开分析,发现不同类型处境不利大学生的研究在理论解释上具有强调阶层身份认同之“阶层”属性的共性,但他们仍然需要处理不同情境下城乡、族裔等群体身份的意义。基于此,我们提出未来研究应注意以兼具阶层自我定位的亚文化表征拓宽文化建构的分析路径,以优秀的文化引领处境不利大学生的身份建构,避免坠入单一身份的幻象。

Abstract:: In the context of higher education, disadvantaged students typically seek to use their learning experiences to achieve upward social mobility. However, this goal is complicated by the presence of both threats and opportunities within academia, as well as by the conflicts that arise between different fields of study. Furthermore, the accumulation of capital and changes to habitus serve to further complicate the emotional experiences of these students, which in turn affects their class identification. Drawing on social identity theory and the concept of identity negotiation under the framework of capital, we analyze the process by which class identity is formed among disadvantaged college students through the lens of cultural construction. Our analysis suggests that previous studies of different types of disadvantaged college students have tended to interpret their experiences in terms of the “class” attribute of class identity, but the group identities of these students often have different meanings. We therefore argue that educational interventions should avoid assuming that all disadvantaged college students fall into a single identity category. Instead, future research should focus on expanding the analytical paths of cultural construction, including through consideration of sub-cultural self-orientations, and on supporting the identity construction of disadvantaged college students with excellent cultural resources.