教育扶貧對脫貧地區農村大學生家庭生計進化效應分析

摘要 從跨時空視角研究農村大學生家庭可持續生計水平的演化規律，有利于檢測教育阻斷貧困代際傳遞的作用效果，增強內生發展動力。以烏蒙山區云南脫貧縣為實驗組，云南非脫貧縣為對照組，基于DID模型分析10年教育扶貧政策的影響。結果表明：實驗組生計資本時空分異特征為正，教育扶貧效果較為顯著，生計資本分值已經逼近對照組；脫貧地區農村大學生家庭的物質資本、人力資本、金融資本有明顯增長，教育阻斷貧困代際傳遞的效應已顯現。展望鄉村振興時期，建議優先鞏固教育扶貧和就業扶困政策來提升人力資本，并將其向其他資本類型進行轉化。強化感恩教育，培育與孵化大學生鄉賢，不斷內化脫貧地區農村大學生家庭的發展動力。

關鍵詞 教育扶貧；生計資本；農村大學生家庭；DID模型；共同富裕

中圖分類號 F320.3 文獻標識碼 A 文章編號 0517-6611（2024）17-0272-07

doi：10.3969/j.issn.0517-6611.2024.17.063

Analysis of the Evolutionary Effect of Education Poverty Alleviation on the Livelihood of Rural College Students in Poverty Alleviation Areas—From Escaping Livelihood Difficulties to Towards Common Prosperity

DUAN Ruo-lin

（Yunnan Technology and Business University，Kunming，Yunnan 651700）

Abstract It is helpful to analyze the mechanism of blocking intergenerational transmission of poverty and form the endogenous development power， by studying the evolution law of sustainable livelihood level of poor college students’ families. This paper analyzes the comprehensive effect of Poverty Alleviation Policies with DID model by taking families in poverty counties of Wumeng Mountain as experimental group and families in non-poverty counties of Yunnan Province as control group. The results show that the spatial and temporal differentiation of livelihood capital in the experimental group is positive， following the poverty alleviation effect is more significant， and the livelihood capital score belong to the experimental group has approached to the control group. Moreover， the material capital， human capital and financial capital of poor college students’ families have increased significantly， and the effect of blocking the intergenerational transmission of poverty has appeared. Looking forward to the governance of relative poverty， it is suggested that priority should be given to consolidating and promoting Poverty Alleviation Policies in education and employment， and other types of capital should be transformed through the promotion of human capital. We should strengthen thanksgiving education， cultivate and incubate rural sages from college students， and constantly internalize the development power of poor college students’ families.

Key words Educational poverty alleviation;Livelihood capital;Rural college students’ families;DID model;Common prosperity

作者簡介 段若琳（1992—），女，河北張家口人，助教，碩士，從事貧困治理研究。

收稿日期 2023-10-12；修回日期 2023-11-15

黨的二十大報告指出，必須堅持在發展中保障和改善民生，鼓勵共同奮斗創造美好生活，不斷實現人民對美好生活的向往。教育是最大的民生，讓脫貧群眾子女“有學上、上好學、學得高”，讓困難家庭學子圓夢大學，賦能鄉村振興，是鞏固脫貧攻堅成果和面向共同富裕目標的關鍵所在。但對于農村大學生，家庭經濟困境可能會給他們帶來心理、精神、人際交往、學業、就業等方面的負面沖擊，而來自脫貧地區的大學生壓力感更強烈。……