Research On The Impact Of Unbalanced Regional Development On Family Educational Investment

There are two realities of educational inequality in China.The first is the change of social structure and the deepening of class differentiation within the region,which results in the inequality of educational resources investment due to the difference of family background,which is also the main focus of previous research;The second is the huge imbalance in regional economic and social development,resulting in an imbalance in educational development between regions.When it comes to the impact of regional differences on family education investment,most studies simply use dummy variables to detect the urban-rural differences in family education investment and the differences in China’s eastern,central and western regions.However,the family background and the unbalanced regional development are not unrelated and isolated affecting family education investment.Then,does the family education investment of families with similar background characteristics have invariability in different regions? The moderating effect mechanism of external environmental factors in different regions when family background influences children’s education investment is a problem that needs further research.It is necessary to have appropriate nested data and research methods to study the relationship between the micro-family and the macro-region in affecting family education investment.On the one hand,the data of China family education tracking survey(CFPS)with multi-level sampling method,the first stage sample(PSU)is administrative district / county,the second stage sample(SSU)is administrative village / neighborhood committee,and the third stage sample(TSU)is household,which meets the requirement of nested data.On the other hand,in view of the increasing emphasis on the interaction between individuals and the social environment in social research,the multilevel model is particularly suitable.This paper first uses the broad concept of family education investment,which is divided into family education economic investment and family education non-economic investment,then establish a two-level linear model with the first level as the family level and the second level as the district/county level,to explore the moderating effect of regional development imbalance when family background affects family education investment,and comprehensively study the impact of family objective factors and parents’ subjective ideas on family education investment at the family level.turn out:1.There are significant regional differences in family education economic investment,and regional differences can explain 11.5% of family education economic investment differences.The per capita GDP,the average number of years of education of the population and the proportion of non-agricultural registered population in each county will have a direct positive impact on the economic investment in family education.Family socioeconomic status and parents’ educational expectations will also have a positive impact on family education economic investment.Moreover,regional macro differences such as per capita GDP,average number of years of education of population,and proportion of non-agricultural registered population in districts and counties also have a cross-level moderating effect when parents’ educational expectation influences family educational economic investment.2.There are significant regional differences in non-economic investment in family education,and regional differences can explain 17.3% of the difference in non-economic investment in family education.The average number of years of education of population in districts and counties will have a direct positive impact on the non-economic investment in family education.Family socioeconomic status,parents’ educational expectations,and parents’ attribution of their children’s future achievements will all have a positive impact on family education non-economic investment.Moreover,average number of years of education of population in districts and counties will produce a cross-level moderating effect when parents’ educational expectations affect the non-economic investment in family education.The per capita GDP,the average number of years of education of the population and the proportion of non-agricultural registered population in each district and county all have a cross-level moderating effect when the parents’ attribution of their children’s future achievements affects the non-economic investment in family education.