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社会流动始终是社会学关注的核心议题之一，但长期以来，社会流动领域的研究主要关注代际传递，即“不流动”的根源，而对“流动何以可能”这一问题缺乏关注。本文从儿童主体视角重新考察社会流动的机制，提出儿童主体性的三重面相：相对独立性、中介性、主导性。本文以社会流动的重要影响机制——家庭教养方式——为例，使用中国教育追踪调查（CEPS） 2013—2014年、2014—2015年、2015—2016年三期数据，揭示了亲子对于教养方式的感知存在普遍差异、儿童感知在教养方式的影响链条上具有重要的中介作用、儿童感知在亲子感知存在差异时发挥主导作用。本文指出，将儿童主体性带入社会流动的研究框架对于理解社会流动的广泛性和代际传递中的变异性至关重要。
Abstract：Social mobility has long been a central concern in sociology. However,research in this field has primarily focused on status inheritance—the causes of“immobility”—while offering limited insight into“how mobility is possible”. This study revisits social mobility through the lens of children's agency and proposes a three-dimensional framework of children's agency:relative independence,mediation,and dominance. Using an important mechanism of social mobility—parenting styles—as an example,this study draws on data from three waves of the China Education Panel Survey(CEPS)conducted in 2013-2014,2014-2015,and 2015-2016,revealing widespread discrepancies between parents' and children's perceptions of parenting styles. Besides,it finds that children's perceptions not only mediate the impact of parenting styles on ability development but also take on a dominant role when parent-child perceptions diverge. This study highlights the importance of integrating children's agency into the research framework of social mobility to better understand variations in social mobility.
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(1)sense of entitlement也常译作“权利感”或“优越感”。entitlement一词含义较为丰富，本义是认为自己与生俱来地、理所当然地享有某种权利或待遇，本文在此采取“赋权感”的译法。拉鲁认为，赋权感不仅影响升学、求职等关键节点，还对更长远的社会流动过程具有理论解释力。详见Lareau,A.，“Cultural Knowledge and Social Inequality”,American Sociological Review,2015,80(1):1-27.
(1)在时滞设计的基础上，我们还在稳健性检验中将第二期的因变量作为控制变量纳入模型，进一步厘清自变量对因变量增量的影响，结果显示核心研究结论保持不变。受到篇幅限制，本文并未展示该实证结果，有兴趣的读者可联系作者获取。
(1)模型以非流动者作为参照的设定来源于社会流动研究中的经典理论假设，即某一群体的稳定成员最能代表该群体的行为和观念特征。正如索罗金所说：“如果我们想知道一个农民的典型态度，我们不会去找一个只当了几个月农民的人，而是去找一个做了一辈子农民的人。”（Sorokin,1959,p.509）以此为基准，该模型在估计初始和终点社会地位对流动者影响的基础上，还可以对流动效应进行拟合。本文使用该模型考察教养方式的影响时，主要关注当儿童感知与家长不一致时，两者对儿童发展结果的相对影响，不考虑不一致本身产生的额外影响。模型设定如下：ui j=wparent*uii+wchild*ujj+∑βXijk(0≤wparent, wchild≤1; wparent+wchild=1)，其中，ui j是第ij个单元格≤wparent, wchild≤1; wparent+wchild=1)，其中，ui j是第ij个单元格（家长自评教养方式为i，儿童感知教养方式为j）中儿童发展结果的期望值，uii和ujj表示在家长自评与儿童感知均为i或均为j的教养方式下儿童的发展结果，wparent是家长自评教养方式对儿童发展结果的影响权重，wchild则是儿童感知教养方式的影响权重，βXijk表示模型中的控制变量。
(2)当家长自评的教养方式为权威型、宽容型、专制型、忽视型时，分别有50.62%、60.71%、51.79%和49.20%的儿童感知到的教养方式类型与家长自评不同。而当儿童感知的教养方式为权威型、宽容型、专制型、忽视型时，分别有67.60%、63.68%、43.80%、40.82%的家长自评与儿童不一致。无论从家长还是儿童视角来看，对忽视型教养方式的感知不一致比例都最低（与其他类别相比卡方检验统计显著）。这一结果表明，相较于其他教养方式，忽视型教养方式在家长与儿童认知中更容易达成代际共识。
(3)社会经济地位的高、低根据家庭社会经济地位综合得分的中位数进行划分。
(1)若使用四分类教养方式（权威型、宽容型、专制型、忽视型）对亲子感知进行交叉组合，将得到16个类别，每个类别样本量较小，不便进行有效比较。因此，在这部分分析中，本文根据回应和要求两个维度分别进行考察。
(2)高SES儿童的认知能力是唯一例外。
(1)限于篇幅，稳健性检验的相关结果未在文中展示，可联系作者获取。
基本信息:
DOI：10.14167/j.zjss.2025.05.007
中图分类号:C913.5
引用信息:
[1]赵一璋,陈亦荛,王卫东.流动何以可能？——儿童主体性的三重面相[J].浙江社会科学,2025,No.345(05):73-91+158-159.DOI:10.14167/j.zjss.2025.05.007.
基金信息:
国家社会科学基金青年项目“‘虚拟-现实’融合背景下青少年价值极化的预防机制研究”（23CSH006）的阶段性研究成果
2025-05-15
2025-05-15