【作者简介】李昂然，上海纽约大学应用社会与经济研究中心

【文章来源】《社会学评论》2026年第2期

【内容提要】基于中国教育追踪调查(CEPS)数据，本研究考察了制度化的家校合作措施对父母教育参与及青少年成长的影响。研究发现，在控制背景因素后，家校合作措施显著提升了父母教育参与水平，且该影响因家庭社会经济地位不同而存在显著差异。高社会经济地位家庭能够更有效地利用制度化资源，从而进一步强化父母的教育参与，而低社会经济地位家庭受益相对有限。此外，家校合作措施对青少年的认知能力、社交能力和心理健康无显著影响。研究表明，尽管制度化的家校合作措施在一定程度上缩小了不同学校父母教育参与水平的差异，但家庭社会经济地位仍是决定父母教育参与水平的核心因素。上述结果从新制度主义视角揭示了学校推行父母教育参与制度化措施对教育公平的双重作用。

【关键词】父母教育参与 / 家校合作 / 社会经济地位 / 阶层差异 / 教育不平等

【全文链接】http://src.ruc.edu.cn/CN/Y2026/V14/I2/76

Institutionalized Home-School Cooperation, Parental Involvement, and Youth Development: Evidence from the China Education Panel Survey

Abstract: Using data from the China Education Panel Survey (CEPS), this study investigates how institutionalized home-school cooperation measures influence levels of parental involvement at home and the developmental outcomes of adolescents. The findings reveal that, after controlling for background factors, school-initiated cooperation significantly enhances parental involvement. However, the effectiveness of these measures varies substantially by family socioeconomic status (SES). Families with higher SES are better positioned to deploy institutionalized resources, thereby reinforcing their level of involvement, while lower-SES families benefit to a much lesser extent. Moreover, institutionalized home-school cooperation shows no significant effect on adolescents’cognitive ability, social competence, or mental health. These results indicate that although such institutional measures help narrow school-level disparities in parental involvement, family SES remains a key determinant of parental involvement. The study highlights the dual role of institutionalized school measures in promoting educational equity from a neoinstitutionalist perspective.