% % % % % % % %

1999-2002 2005 1% logit MMI EMI 2009 1 80% 2009 2009 2008 3. 8% 40 2009 2009 2009 82

1 1999 1 20 1999 1999 5 20% 1998 46. 1% 1991-2008 1 1990-2007 2003 83. 4% 2006 5% 1 1978 44. 7% 2008 77. 6% 33 1978 42. 4% 2008 5. 9% 36. 5 2009 83

2010. 3 Shavit & Blossfeld 1993 Sieben & De Graaf 2003 Lucas 2001 Breen & Jonsson 2000 2005 Pfeffer 2008 Stocke 2007 20 Shavit & Blossfeld 1993 Erikson & Jonsson 1996b Jonsson & Erikson 2000 Shavit & Westerbeek 1998 Sieben et al. 2001 Breen & Jonsson 2005 Ballarino et al. 2008 Pfeffer 2008 84

MMI maximally maintained inequality MMI 80% Raftery & Hout 1993 Mare 1981 Shavit & Blossfeld 1993 Eriksson & Jonsson 1996a Breen & Goldthorpe 1997 Breen & Yaish 2006 Shavit et al. 2009 Raftery & Hout 1993 Shavit & Blossfeld 1993 13 13 EMI MMI Lucas 2001 EMI effectively maintained inequality MMI 80% 85

2010. 3 EMI EMI Lucas 2001 Ayalon & Shavit 2004 RCT MMI 10 Jonsson et al. 1996 8 8 6 20 Breen et al. 2005 Ballarino et al. 2008 Lindbekk 1998 De Graaf & Ganzeboom 1993 De Graaf et al. 2000 Shavit & Blossfeld 1993 Erikson & Jonsson 1996a 1996b Ballarino et al. 86

2008 Becker 2003 Eriksson & Jonsson 1996a Breen & Goldthorpe 1997 Breen & Yaish 2006 E n + 1 E n E n + 1 B E n SD E n + 1 C P f E n + 1 E n + 1 E n + 1 B C SD P f P f P f SD P f SD P f P f RCT RCM MMI EMI MMI EMI 87

2010. 3 2005 2006 2008 2009 2002 2005 2009 2007 2006 2006 2006 2003 1 CHNS 1981-2006 1 5960 2003 88

Guo 2008 33. 6% 96. 7% 1999 1 2 1999 1 2 89

2010. 3 1999 MMI EMI MMI EMI Shavit et al. 2009 1 20 1999 2005 MMI EMI 1 20 90 Pakulski & Malcolm 1996 MMI EMI 90

MMI EMI 10 2001 91

2010. 3 MMI EMI MMI MMI 1 1999 1999 EMI EMI EMI 2 EMI 92

3 C B P f SD 1999 2003 1999 SD 93

2010. 3 1999 4 1999 2005 1% 1% 1975-1985 19615 1% 1975-1985 2005 1% 2006 CGSS 2006 CGSS 1 18. 9% 1 94

17. 2% 11. 4% 8. 3% 7. 3% 4. 5% 1980-1985 1975-1979 CGSS 26. 4% 15. 7% 11. 3% 2005 1% CGSS 1980-1985 1975-1979 2005 1% CGSS CGSS CGSS CGSS CGSS CGSS CGSS 1975-1979 1980-1985 1 1980-1985 1975-1979 1975-1979 1980-1985 1975-1979 CGSS 63. 5% 2 1 2 95

2010. 3 2000 1975-1985 51. 5% 1999 2005 2005 1% 1980-1985 87. 7% 12. 3% 86. 6% 1980-1985 73. 3% 26. 7% 71. 8% birth cohort 2003 2005 20 80 Mare 1980 1981 a model of educational transitions logit Smith & Cheung 1986 Shavit & Kraus 1990 logit log P ( i 1 - P ) i = b + Σ k b k X ki + Σ c g c C ci + Σ ck d c CX ci 96

P i i X ki b k C ci g c CX ci d c 1. logit 1 2 3 = 1 = 0 4 5 4 5 2. 1999 1975-1985 1975-1979 1999 1980-1985 1 1975-1979 = 0 1980-1985 = 1 1 1% 97

2010. 3 3. 6 5 = 0 2000 = 1 2000 = 0 1 = 1 = 0 = 1 = 0 = 0 = 1 1 1 N = 19615 1975-1979 1980-1985 % 51. 5 50. 2 51. 8 % 10. 1 10. 4 10. 0 % 11. 4 10. 1 11. 8 7. 3 5. 9 7. 7. 3. 8. 3 % 3. 3 3. 1 3. 3 6. 7 7. 0 6. 7 7. 0 7. 8 6. 8 10. 9 9. 8 11. 1 51. 1 55. 3 50. 2 21. 0 17. 1 21. 9 % 32. 2 31. 7 32. 4 2000 % 4. 0 4. 3 3. 9 7. 29 2. 80 6. 93 3. 00 7. 38 2. 74 1 2005 1% 2000 4% 2000 98

4. 10 2 2 logit 1 1 1975-1985 1. 5. 1 3. 3 1 5. 5 3. 7 3. 5 1 26% 2. 6 2. 6. 3 3. 58% 1 99

2010. 3 100

101

2010. 3 70% 2005 1% 1975-1985 1 2 1 2 1980-1985 1975-1979 1. 3 30% 3 1975-1979 1 102

3. 4 1980-1985 5. 5 3. 4 2. 1 3 EMI 3 logit 4 5 3 1. 4 5 9 5. 4 5. 6 3. 3 8. 1 5. 1 5. 8 3. 4 4. 1 3. 1 4 5 2. 103

2010. 3 3 Logistic Model 4 5 B Exp B S. E. B Exp B S. E. 2. 202 9. 039. 442 1. 693 5. 437. 339 1. 727 5. 623. 415 1. 201 3. 324. 274 2. 086 8. 051. 407 1. 619 5. 050. 267 1. 751 5. 763. 401 1. 212 3. 359. 248 1. 398 4. 047. 392 1. 129 3. 092. 229. 204 1. 226. 032. 237 1. 268. 029. 589 1. 803. 212 1. 027 2. 793. 247 1. 290 3. 634. 272 1. 102 3. 009. 181 -. 391. 676. 156 -. 213 *. 808. 131. 205 1. 227. 304 -. 646. 524. 138 1980-85 -. 381. 683. 437. 248 1. 282. 298 -. 463. 630. 495 -. 285. 752. 373 -. 348. 706. 466. 069. 933. 302 -. 176. 838. 455 -. 137. 827. 296 -. 369. 764. 449. 034 1. 034. 272. 042 1. 043. 438. 068 1. 070. 250 -. 003. 997. 036 -. 041. 959. 033. 171 1. 187. 236 -. 244. 784. 276. 981 2. 666. 302. 615 1. 850. 196. 038 1. 038. 170 -. 123. 884. 143 -. 650. 522. 350. 137 1. 147. 346 Intercept - 6. 458. 002. 383-5. 298. 005. 265-2 log likelihood 7214. 133 9519. 633 df 21 21 N 19615 18229 * P 0. 05 P 0. 01 104

4 5 4 5 3. 2000 2000 1. 8 2000 2000 2. 8 4 5 4. 3. 6 3 4 5 6. 3 3. 6 2. 7 4. 9 3 1. 9 105

2010. 3 5. 4 5 4 5 6. 4 5 MMI 1 EMI 2 EMI 3 3 MMI EMI 106

RCT 4 RCT C B P f SD MMI EMI MMI MMI SD 107

2010. 3 MMI EMI EMI EMI EMI 108

C B P f SD MMI EMI 2002 2009 109

2010. 3 1977 10 2009 3 5 110

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2010. 3 al Action Theory. Rationality and Society 9. Breen R. & J. O. Jonsson 2000 Analyzing Educational Careers A Multinomial Transition Model. American Sociological Review 65 5. 2005 Inequality of Opportunity in Comparative Perspective Recent Research on Educational Attainment and Social Mobility. Annual Review of Sociology 31. Breen R. R. Luijkx W. Muller & R. Pollack 2005 Non-Persistent Inequality in Educational Attainment Evidence from Eight European Countries. Paper presented at the ISA-RC28 meeting UCLA Los Angeles. Breen R. & M. Yaish 2006 Testing the Breen-Goldthorpe Model of Educational Decision Making. In S. L. Morgan D. B. Grusky & G. S. Fields eds. Mobility and Inequality. Stanford Stanford University Press. De Graaf N. D. P. M. de Graaf & G. Kraaykamp 2000 Parental Cultural Capital and Educational Attainment in the Netherlands A Refinement of the Cultural Capital Perspective. Sociology of Education 73. De Graaf P. M. & H. B. G. Ganzeboom 1993 Family Background and Educational Attainment in the Netherlands for the 1891-1960 Birth Cohorts. in Y. Shavit & Hans-Peter Blossfeld eds. Persistent Inequality. Boulder Colo. Westview. Erikson R. & J. O. Jonsson 1996a Explaining Class Inequality in Education The Swedish Test Case. In R. Erikson & J. O. Jonsson eds. Can Education be Equalized The Swedish Case in Comparative Perspective. Boulder Westview. 1996b The Swedish Context Educational Reform and Long-term Change in Educational Inequality. In R. Erikson & J. O. Jonsson eds. Can Education be Equalized The Swedish Case in Comparative Perspective. Boulder Westview. Guo M. 2008 School Expansion and Educational Stratification in China 1981-2006. Paper presented in Neuchatel Switzerland Meeting of ISA-RC02 of 2008. Jonsson J. O. C. Mills & W. Muller 1996 A Half Century of Increasing Educational Openness Social Class Gender and Educational Attainment in Sweden Germany and Britain. In R. Erikson & J. O. Jonsson eds. Can Education be Equalized The Swedish Case in Comparative Perspective. Boulder Westview. Jonsson J. O. & R. Erikson 2000 Understanding Educational Inequality The Swedish Experience. L Année sociologique 50 2. Lindbekk T. 1998 The Education Backlash Eypothesis The Norwegian Experience 1960 92. Acta Sociologica 41. Lucas S. R. 2001 Effectively Maintained Inequality Education Transitions Track Mobility and Social Background Effects. The American Journal of Sociology 106 6. Mare R. D. 1980 Social Background and School Continuation Decisions. Journal of the American Statistical Association 75 370. 1981 Change and Stability in Educational Stratification. American Sociological Review 46. Pakulski J. & M. Water 1996 The Death of Class. London Sage Publication. 112

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Strive for Autonomy An institutionalism analytic framework about the rise and fall of rural collective enterprises Xiong Wansheng 48 Abstract Based on review of the market-preserving federalism theory and the history of the rise and fall of collective enterprises this article proposes an alternative institutionalism analytic framework to interpret the rise and fall of rural collective enterprises. Different from the interpretation which has often been generalized as competition for growth this new framework highlights the grass roots governments' effort for maintaining and expanding the poor and valuable political autonomy in the extra large scale centralized system. This paper argues it is just the strife for autonomy that has propelled the collective enterprises to develop endogenously from the grass roots society. The grass roots governments' failure ended the collective enterprises' prosperity. Expansion of Higher Education and Inequality in Opportunity of Education A study on effect of Kuozhao policy on equalization of educational attainment Li Chunling 82 Abstract There is a debate about education expansion' impact on inequality of educational attainment. During 1999-2002 the Chinese government adopted a policy to increase enrolment in higher education. This resulted in a five-fold increase in the number of college students and the expansion of opportunity for higher education doubled in five years. The paper based on sub-data drawing from 1% population sample survey data of 2005 and using logit models examines the impact of higher educational expansion during this period on inequalities of classes Hukou status ethnic and gender in China. The author tests the validity of the MMI hypothesis EMI hypothesis and RCT theory in the Chinese context. The results show that inequalities of higher education among classes ethnic groups and sexes have not declined during the sharp expansion of higher education but inequality of higher education between people born in urban and rural areas has increased during this period. Charity Gospel and Nationalism in the Public Sphere The leprosy relief in modern HangZhou Zhou Donghua 114 Abstract The disease s relationship with social-culture especially with colonialism and nationalism is catching more and more concern in the academia. This paper tries to explain the relationship of the missionary medical and Chinese social-culture by telling the story of the leprosy relief in modern Hangzhou. Missionary medical played a very important role in the leprosy relief of the Modern China. By building shelters 244