Using the Wisconsin model of status attainment as a theoretical basis, the effect of students’ and parents’ expectations of socioeconomic status on student academic achievement was explored through a paired survey of high school students from rural areas and their parents. The result showed that expected future SES was a significant and positive predictor of students’ academic achievement, but there was no correlation between current SES and academic achievement. These findings suggest that it is not the current status of family class that affects rural students’ academic achievement, but rather students’ expectations of the future class they will be in. Therefore, stimulating rural students’ positive expectations about their future is an effective path to improve their academic achievement and ultimately break the class rigidity.

以威斯康辛学派的地位获得模型为理论基础, 通过对来自农村的中学生及其家长的配对调查, 探讨学生与家长的阶层期望对学生学习成绩的影响。结果表明, 家长与学生感知到的主观社会阶层对学生成绩影响不显著, 只有学生自身的社会阶层期望能显著地正向预测学业成绩。研究结果说明, 影响农村学生学习成绩的不是现有家庭阶层现状, 而是学生对自己未来所处阶层的预期。因此, 激发农村学生对未来的积极期望是提升他们学业成绩, 并最终打破阶层固化僵局的有效路径。