本科梦何以难圆?OA

The organic articulation between secondary vocational education and higher education is crucial for both individual development and social equity.Given the insufficient integration of"structure-agency"perspectives in understanding the advancement of disadvantaged secondary vocational students,this study constructs an individual capability analytical framework integrating"endogenous capability"and"exogenous capability"based on the new endogenous development perspective and the capability approach.Based on interviews with 30 interviewees across four secondary vocational schools,the findings indicate that bearing the dual identity of"members of disadvantaged families"and"secondary vocational school students",fall into capability"poverty"characterized by insufficient endogenous and exogenous capabilities in their advancement.At the family level,weak parent-child relationships and limited family capital lead to imbalanced endogenous psychological adjustment and disadvantaged access to exogenous resources.At the school level,peer effects and the mismatch between pedagogical supply and student demand constrain students'endogenous cognitive adaptability and limit the development of exogenous academic competencies.The superposition of these two dimensions traps disadvantaged students in dual capability poverty across both family and school fields.To break this cycle,it is necessary to improve parent-child educational relationships and cultivate students'self-regulated psychological adjustment capacity;to distribute school resources equitably and enhance individuals'resource acquisition capability;to build an enterprising community and strengthen students'cognitive transformation capacity for advancement;and to optimize the teaching and training system to improve academic knowledge acquisition capability,thereby supporting the comprehensive development of disadvantaged secondary vocational students and promoting social equity.