名校毕业之后:寒门子弟出路分化与就业适应困境叙事研究OACHSSCD

In the context of the expansion of higher education,graduate employment has become a core issue affecting educational equity and social mobility.Although preferential admission policies help students from disadvantaged backgrounds enter elite universities,this does not necessarily guarantee class mobility.Employing narrative research methods,the study focuses on students from disadvantaged backgrounds who graduated from elite universities,and an analytical framework for their employment adaptation was constructed based on undergraduate socialization theory.The study also includes their privileged peers as a reference group to enhance interpretive validity.The study shows significant differences between students from disadvantaged and privileged backgrounds in three key dimensions:social investment,career orientation,and sense of meaning in work,resulting in distinct patterns of post-graduation outcomes.The socialization process of disadvantaged students exhibits structural fragmentation during the transition from campus to the workplace,presenting challenges in interpersonal adaptation,emotional adaptation,and self-adaptation.To address these challenges,disadvantaged students adopt four types of action strategies:goal-oriented,observational imitation,pluralistic internalization,and value negotiation.These strategies have dual characteristics in practice:on the one hand,they constitute an"action toolbox"that individuals flexibly draw upon;on the other hand,the internal logic and action orientations of different strategies exhibit significant tensions.By comparing the differentiation and adaptation patterns of disadvantaged and privileged students in their post-graduation trajectories,the study uncovers the"black box"of processes between"obtaining a diploma"and"realizing status,"systematically revealing the micro-mechanisms through which"disadvantage amplification"and"advantage accumulation"are incrementally shaped in the process of class mobility.To this end,higher education institutions should shift their support for socialization from"providing opportunities"to"building capacities";students from disadvantaged backgrounds need to strengthen their agency and enhance their employment adaptability by accumulating social investment and converting capital.