【作者简介】刘 凌，北京科技大学文法学院；吴 蕾，中国人民大学社会学院社会工作系；章东辉，北京科技大学文法学院

【文章来源】《社会学评论》2025年第4期

【内容提要】留守经历对个体教育发展影响深远且具有差异性，剖析其内在机制有助于增进对留守经历者教育发展过程的理解。本研究基于 20位有留守经历的农村“80 后”的自传和深度访谈，从生命历程理论视角回溯了他们的教育发展过程。留守是一种不稳定、教育支持不足，且个体差异较大的早期生命状态，它与受访者教育发展轨迹的关联路径可归纳为良性循环、危机转化、劣势累积、连锁传递四种类型；受访者的教育发展动力源于其内化“父母缺场”的积极解释，监护人、师友等外部支持是促进其教育发展的维系力而非根源性动力。在优先发展农村基础教育、倡导家校社协同育人的当下，增强留守者对父母空间缺位的积极认知、构筑稳定的早期教育支持网络将有助于留守儿童教育高质量发展。

【关键词】生命历程 / 留守经历 / 教育发展

【全文链接】http://src.ruc.edu.cn/CN/Y2025/V13/I4/160

A Retrospective Study on the Educational Development and Its Differences of Rural Left-Behind Children

Abstract: The event of being left-behind has different long-lasting effects on the development of individual education. Analyzing the generation mechanism and subsequent changes of its effects can help enhance our understanding of the educational development process of those who have experienced being left behind. Based on autobiographies and in-depth interviews, the educational process of 20 rural post-80s youth with left-behind experience was retrospectively analyzed from the perspective of life course theory. Being left behind is an unstable early life state with insufficient educational support and significant individual differences. Its association with respondents’educational development trajectories can be cate‐ gorized into four types: positive cycle, crisis transformation, cumulative disadvantages, and chain reaction. Respondents’motivation to learn stems from internalizing the positive explanations of their parents’migration for work. External support from guardians, teachers, and friends serves as a sustaining force rather than the primary motivating factor in their educational development. In the current context of prioritizing rural elementary education to support rural revitalization and advocating for collaborative education among families, schools, and communities, enhancing leftbehind children’s positive perception of their parents’spatial absence and building a stable and positive educational support network in their early lives may contribute to high-quality education for rural left-behind children.