To identify adolescents who are more vulnerable to be bullied is of utmost importance, particularly in a society that traditionally has been viewed as embodying a collectivist culture. This study explores the associations between individual person-group dissimilarity based on four attributes (body shape, academic performance, sexual orientation, and family economic status) and bullying victimization and tests the multiple mediating effects of popularity and perceived friends’ support. A total of 3,524 adolescents from 11 secondary schools in China participated in this study. The results showed that adolescents with more person-group dissimilarities reported more victimization from school bullying. Popularity and perceived friends’ support mediated the relationship between person-group dissimilarities and bullying victimization. This study illuminates the detrimental aspects of collectivism and offers valuable insights for educators on how to deal with bullying effectively.

Based on the first wave of the China Education Panel Survey, this study aims to test two competing mechanisms including son preference and meritocracy of leading to parents' expectations of and investment in their children's education. This article presents a general portrayal of academic performance among rural boys and girls. The findings depict a general pattern of parents' investment: parents are more likely to invest in their daughters than sons, and fathers have a higher educational expectation of daughters. The influence of sibling numbers and 'having a brother(s) or not' on parents' educational expectations and investment is similar for rural boys and girls. Fathers' educational expectations are mainly based on the academic performance of their children (meritocracy) while mothers' are more closely related to children's gender. Son preference as a cultural characteristic remains influential in rural regions, although it is not as powerful as before and a trend towards egalitarianism is emerging.

Dating sexual violence (DSV) is a serious social problem among college students worldwide. This study examines the effects of gender role attitudes (GRA) in DSV and the mediating role of rape myth acceptance (RMA) among students of different sexual orientations in China. A total of 2134 Chinese college students (553 men and 1581 women, 1751 heterosexuals and 383 sexually diverse groups) participated in this study. We found that sexually diverse men have the highest DSV perpetration (47.13%) and victimization rates (40.23%) and that sexually diverse women have the most equal gender attitudes. RMA is identified as a mediator of the relationship between GRA and DSV perpetration and victimization among heterosexuals, but not among sexually diverse groups. The need for more sexually inclusive educational interventions to decrease DSV on college campuses is discussed.

21世纪以来,中国高等教育的快速扩张帮助更多的农村家庭子女进入大学,这一群体在基础教育阶段的"成功崛起"和在高等教育阶段的"融入困境"成为学术界关注的议题.文章以一位由贫困山区考入精英大学的女生"小蝶"的求学历程为研究对象,考察其在基础教育阶段取得教育"成功"的突围机制和在高等教育阶段面临困境的原因,以及不同教育场域中"成功"与"困境"背后的关联性.研究发现,"读书"是帮助农村女性成功击破"底层社会再生的聚拢力"、实现向上流动的重要途径.这是因为,基础教育阶段以"学业文化资本"为主的选拔标准与评估制度,在一定程度上抑制了家庭背景以及精英型文化对个体教育成就的决定性作用,为具备"亲学校文化"的农村子女提供了通过读书实现阶层突围的制度性保障.与基础教育阶段不同的是,精英大学场域中的主导文化是精英型文化,学生的出身以及出身背后习得的"精英型文化资本"的质量对个体的影响在该阶段开始凸显,先前"学业文化资本"对个体的功能被削弱.此时,文化再生产开始发挥作用,对不具备精英型文化资本的农村子女启动排斥机制,导致像"小蝶"这样的农村学生在精英大学中面临多重困境.文化再生产理论在中国情境中"失效",是因为对进入精英大学的农村学生而言,文化再生产并非不存在,也没有被他们打败,它只是推迟了对农村学生启动排斥与淘汰机制的时间.实际上,在基础教育与高等教育两个场域中,主导文化资本类型的差异导致了"寒门贵子"不同的生命境遇.

INTRODUCTION:School bullying is a serious social and public health problem. This article aims to explore the association between experiences of childhood abuse and involvement in school bullying, especially considering the mediating effects of depression.METHODS:The sample of this study was 3059 students (1584 males and 1475 females) aged from 12 to 20, in eleven Chinese secondary schools, which included six middle schools, four high schools, and one vocational high school in both urban and rural areas. The multinomial logit regression and linear regression were conducted by the two gender groups, to determine the mediating effect of depression in the association between child abuse experiences and involvement in school bullying.RESULTS:This study indicated that female students were less likely to be involved in school bullying. Male students were more represented in the bully-victim group and experienced more physical and mental abuse during childhood. Depression was a mediator between childhood abuse and involvement in school bullying. Nevertheless, there was a gender difference in that depression fully mediated the relationship between the two variables among female students, while it only partially meditated such a relationship for male students.CONCLUSIONS:These findings indicate that more school-based service interventions and evidence-based research are needed to more thoroughly investigate school bullying and its predictors in China.

Drawing upon survey data collected from 632 adolescents aged from 13 to 16 in two secondary schools in Beijing, this study examined the mediating role of traditional bullying victimization and tolerance of cyberbullying between gender and cyberbullying perpetration. The results showed that 6.8% of the adolescents in the study reported cyberbullying perpetration in the past year, while 6.0% of them were victims of cyberbullying. Boys reported higher rates and tolerance of cyberbullying perpetration than girls did. The results also suggested that tolerance of cyberbullying and traditional bullying victimization served as mediators between gender and the perpetration of cyberbullying. Social workers' practices in schools, focused on promoting gender equality, healthy masculinity and the prevention of bullying, are discussed.

Many Chinese international students had to or chose to leave their host universities, receiving online international higher education (HE) at ‘homes’ during the COVID-19. Inspired by the ‘glonacal’ mode of thought, this qualitative study interviewed 16 Chinese international students at ‘homes’ to explore the potential complexities of spatiality and temporality regarding their online international HE experiences during COVID-19. Physically separating from host universities, our participants lost the sense of belongingness to the campus and felt disconnected with their academic communities. Their stories revealed a different ‘money’ value between gaining and losing regarding online international HE experiences at ‘homes’, and the disadvantages they experienced at host countries/universities. Our participants experienced temporal flexibility, temporal conflicts and temporal asymmetry simultaneously. Such spatial and temporal complexities intertwined with each other, making international student experience (ISE) during the COVID-19 unique. This article contributes to understanding of ISE and internationalisation of HE for a post-pandemic era.

Homophobic teasing or name-calling, one form of school-related gender-based violence, refers to the use of derogatory language or actions towards sexual- or gender-nonconforming individuals. Research in the Global North has indicated that it is highly prevalent among adolescents, and is associated with a broad range of negative outcomes for both victims and perpetrators. However, such behaviors remain understudied in China. Using a cross-sectional design, the present study investigated the structural relations between homophobic teasing, bullying perpetration, and gender role attitudes among 1915 Chinese high school students. The results showed that 11.5% of the participants had perpetrated such harassment in the past month. Structural equation analyses revealed that bullying perpetration predicted more teasing involvement, and that the relationship was partially mediated by gender role attitudes among both female and male youth. The moderation effect of sex was found only for the direct effect of bullying; such that males who engaged in bullying were more likely to perpetrate homophobic teasing than females. These findings suggest the need for further examination and effective interventions and preventions for the behavior in Chinese contexts.

Fighting in school is a specific type of violence that has been understudied in China. A total of 2,918 students were recruited through a stratified sampling method from eleven secondary schools in China. The results showed that around 14% of respondents had been involved in school fighting, and self-control significantly mediated the relationship between exposure to family violence and involvement in school fighting for both male and female students. In addition, exposure to violence on the Internet had direct and indirect effects on school fighting among male students, but not female students. Exposure to violent content on television and in magazines or newspapers had no significant effect on school fighting among both male and female students. Finally, involvement in school fighting should be understood from both individual and social environmental perspectives.

将流动人口家庭的子女教养置于阶层、流动和既往经历反思等多重脉络中,通过对流动人口家庭进行访谈和参与式观察,考查这一群体的教养实践及意义建构.研究发现,流动人口并非一个高度同质的群体,其教养实践存在诸多内部分化和差异.处于或接近中产阶层的群体,有更为明显的阶层意识,在子女教养中,无论是密集准备和规划还是无规划的规划,都流露出更强的自信与笃定.劳工家庭则体现出顺其自然或被动滞后回应的模式.处于二者中间的群体,即中间阶层则表现出一种中间属性:一方面"早作打算"、规划性强,表现出参照城市"范本"、积极反思和调动潜在资源的能动性;另一方面也受制于其经济和文化资本之不足时常显得力不从心.除了阶层逻辑以外,流动以及这一群体对于自我及既往养育经历的反思也在形塑其教养实践.

校园欺凌会对青少年的生理和心理健康造成负面影响,校园欺凌频发,引起广泛关注.为探究青少年在校园欺凌中的不同角色与抑郁水平之间的关联,本研究采取多阶段整群抽样的方法,对江苏省和重庆市11所中学的学生进行问卷调查.研究发现,52.3％的学生有过欺凌相关经历,其中欺凌者占13.4％,被欺凌者占18.7％,既是欺凌者又是被欺凌者的比例为20.2％;无抑郁症状的学生比重为44.8％,轻度抑郁者比重为31.7％,中度抑郁者比重为20.4％,重度抑郁者比重为3.1％.有序Logistic回归分析发现,青少年在校园欺凌中的不同角色与抑郁水平之间有显著关联.与对照组即未涉入欺凌的群体相比,涉入欺凌的3种群体具有更高的抑郁水平,其中欺凌?被欺凌者的抑郁水平最高.研究建议,扩大校园欺凌预防和治理的范围,将校园欺凌中的各类群体都包括在内.

当下的中国正处于一个人口大流动的时代,从城市群流动人口的发展趋势来看,长期居留流动人口上升,以家庭为单位的迁移是主要趋势.这一趋势对于流入城市的公共服务,包括公共教育体系构成了很大的挑战.针对流动人口子女在流入地的就学需求,国家构建了义务教育阶段的"两为主"政策,这一政策在为流动家庭子女的就学提供一定机会的同时,其苛刻的入学标准也客观上限制了机会实现的可能.[1][2]在这一背景下,流动人口家庭如何安置子女的教育?城市公立学校的教育机会对于他们来说意味着什么?

China’s rank falling in the Global Gender Gap Index of the World Economic Forum has aroused the domestic scholar’s controversy. Based on the data provided by the Global Gender Gap Report, this article will describe the gender inequality in China by comparing its overall index scores and scores in the fields of economic participation and opportunity, education attainment, health and survival, and political empowerment with other countries, and then examining the reasons for China’s falling in rank through the score changes of sub-dimensions and indicators. Analysis of the data suggests that China has not kept up with the rate of improvement in the overall index, and in the four fields, compared to the original 112 countries, the upper-middle income countries, and the Asian and Pacific countries. Over the 13 years covered by the report, China’s score experienced a rapid improvement from 2006 to 2009 and a decline after 2013. China’s high sex ratio at birth, further expansion of gender inequality in active life expectancy, and an enlarged gender gap in secondary education caused China’s lagging overall score and ranking. In addition, the inclusion of measures such as secondary education enrollment, political empowerment, and other indicators also led to the backward ranking of China to some extent.

在我国基础教育课例研究缺乏问题意识、 主观随意性明显、 教师主体作用难以发挥的发展瓶颈之下,由于循证实践的理念同课例研究有着逻辑一致的价值导向和特性一致的实践主体,从而使循证实践应用于改善课例研究成为可能.本研究借助于循证医学临床实践的理念建构包括提出问题、 查找证据、 评价证据、 恰当应用、 后效评价的5A课例研究改善的可能范式,并对作为教师教育新范式的循证课例研究的发展提出完善和细化操作流程、 开展行动研究、 在教师教育体系中构建基于循证的课例研究推进系统等建议.

Using national longitudinal survey data from the CFPS in 2012 and 2014 and a combination of propensity score matching and difference - in - differences methods,this article rigorously evaluates the effects of rural Dibao on recipients'trust in local government, social trust and perception on severity of major social issues. The study finds that: rural Dibao participation can significantly increase recipients',especially poor recipients', trust in local government; Poor Dibao recipients are more likely to trust their neighbors,but less likely to trust their parents; Receiving rural Dibao is effective in alleviating individuals'perception on severity of economic inequality,health care problem,and social security problem. These effects are greater in poor group than in non - poor group; Political and social effects of rural Dibao are greater in eastern and central regions than in western region.

学业成就对少数民族学生参与祖国现代化事业与拓展个人发展机会有着重要影响,也是21世纪国家民族教育政策关注的重点之一.少数民族与汉族学生学业成就差异,通常存在"文化差异"与"结构性因素"两种解释路径.以来自于藏族家庭的孩子为例,其高考成绩明显低于来自汉族家庭的孩子;相比社会阶层、 城乡等结构性因素,家庭的民族身份与藏族大学生高考分数之间有显著关联.家庭民族身份反映了学生家庭的民族(相关的)文化特征,通过显性(比如汉藏语言能力)和隐性(比如对现代学校教育的认知)等多种路径,对子女的学业成就产生影响.因此,今后在发展少数民族教育事业和少数民族高端人才培养方面,需要关注民族文化差异的影响.应加强藏族学生掌握国家通用语言能力,提高他们数理化学科的成绩,提升少数民族学生的高考成绩和拓展他们的就业空间.

针对高等教育机会区域分布差异过大的现状,中央政府从2008年开始进行宏观调控.以"支援中西部地区招生协作计划"为基础,对国家宏观干预政策实施第一个五年期间的效果进行评估发现,在政策实施的第一个5年期间,"985"高校招生计划的区域分布不平等程度没有显著改善,一般本科院校本科招生计划的区域分布不平等程度显著下降,且被援助省区的招生规模和录取率有显著提高.鉴于精英高等教育机会的区域不平等程度没有减小且"985"高校招生计划的宏观调控主要是存量调整,中央政府应进一步加大宏观调控中精英高等教育机会的规模,与此同时制定一个弹性、动态的制度框架来确定援助省区和被援助省区的名单.

在学业竞争激烈的中学阶段,为何仍有为数不少的家长及其子女热衷于参加艺术特长培训?家庭的行为在多大程度上与其所处的阶层地位及既有的文化资本相关?本研究使用中国教育跟踪调查(CEPS)2013年基线调查数据,对上述问题进行了研究.研究发现,艺术特长班的参与中存在两种机制:一种为文化再生产,即文化资本拥有越多的家庭,越有可能通过其子女参加艺术特长培训来实现一种阶层品味和生活方式的培养:另一种为流动机制,即家庭希望子女通过艺术特长培训将来获得相关职业,进而实现社会流动.社会流动意义上的艺术特长培训参与行为更多地具有人力资本的特征,即将艺术特长作为一种专用性技能.

目的 分析北京市某高校教职工适龄子女在2010年9月全国麻疹减毒活疫苗(Measles Attenuated Live Vaccine,MV)补充免疫活动(Supplementary Immunization Activity,SIA)中的接种率影响因素.方法 基于国内外相关研究自编问卷,对北京市2010年某高校所有家中有MV SIA适龄儿童(即2010年9月儿童年龄为8个月到14周岁之间)的教职工进行调查,并对数据进行描述分析和多元逻辑回归分析.结果 在563名适龄儿童的有效样本中,MV SIA接种率为54.5％.在家的儿童与在幼儿园的儿童相比不接受MV SIA的可能性更大(OR =2.14,95％ CI:1.23 ～3.72).常规免疫差与常规免疫好的儿童相比不接受MV SIA的可能性较大(OR =4.65,95％ CI: 1.49 ～14.48).预防接种的有效性(OR =3.35,95％CI:1.24 ～9.06)、接种服务的可靠性(OR =2.02,95％CI:1.16 ～3.53)的信任度较低者,其子女不接受MV SIA的可能性更大.向专业人士(OR=2.67,95％CI:1.52 ～4.69)、非官方网络(OR =2.35, 95％CI:1.35 ～4.11)寻求预防接种信息者,其子女不接受MV SIA的可能性更大.结论 北京某高校教职工适龄子女2010年MV SIA的接种率远低于全市目标人群的平均接种率.信任因素、组织因素以及民间网络信息等直接影响到其子女是否接种.

Private tutoring is common worldwide,especially in East Asian countries.Based on a survey on private tutoring of third-and fourth-grade students in Haidian District,Beijing,this paper finds evidence that private tutoring is a necessity for primary school students in urban areas.Of all student and family background characteristics,gender,household income,and mother’s education (as well as student achievement)were associated with private tutoring.In the context of urban China,edu-cational expectation has no significant effect on private tutoring,but peer pressure on parents from their social networks push parents to have their children receive private tutoring.