关键词: 机构资源, 居住空间分异, 邻里影响, 青少年成长, 群体社会化

Abstract: In recent years, with the rapid urbanization and economic and social transitions, social class stratification began to emerge in China, and residential space differentiation in Chinese cities has become increasingly apparent. Chinese scholars have started to examine the residential space differentiation phenomenon and its effects. Using survey data and in-depth interviews, this research explores the effects of neighborhood characteristics on adolescent education and development, taking Lujiang Village and Yijing Community in the haizhu district of Guangzhou as cases. Neighborhood characteristics include its socioeconomic, institutional resource, education concept, and peer interaction characteristics. The development results of teenagers include aspects such as learning ability, psychological states, personality and future development opportunities. Based on the selected variables, this paper uses a logistic regression model to analyze the relationship between the variables. At first, the research preliminarily determines whether the independent variables affect the dependent variable according to the results of model analysis. It then uses data from the questionnaire survey and interviews in the two communities to confirm whether the results of model analysis are consistent with the actual situation. This study shows that these four aspects do have various degrees of effects on adolescent education and development. Firstly, neighborhood socioeconomic characteristics affect the adolescents' learning ability. Parents who live in a highly educated, affluent and prestigous neighborhood have more experience and can spend more time and money on their children's education. Secondly, the education concepts and behavioral characteristics of families affect the adolescents' psychological states. More communication between parents and children and emphasis on the children's education make the relationship between the children and their parents more harmonious and reduce stresses of children. By comparing similar poorly educated families in two different communities, this research found that the poorly educated families living in the upscale neighborhood are obviously affected by the highly educated families—they share similar education concepts and adopt similar behaviors, and their children have similar development results. The same is true for the poor neighborhood, Lujiang Village. Thirdly, peer interaction characteristics affect adolescents' personality. Teenagers living in poor communities face more intense relationships and are more marginalized and they are more easily bullied by other teenagers, leading to their introverted character and more negative emotions. Lastly, institutional resource characteristics affect the adolescents' development opportunities. High quality of teaching, good facilities and rich campus activities increase the probability of students to enter key middle schools. The mechanism of neighborhood effects can be explained by the neighborhood institutional resource model and the collective socialization model put forward by Jencks and Mayer. In the institutional neighborhood resource model, neighborhoods affect the development opportunities of adolescents by providing different qualities of public services such as schools and sports facility. In the collective socialization model, neighborhoods influence adolescents' values, personality and behaviors and habits by affecting families' concepts and behavioral characteristics and interpersonal relationships between peers.

Key words: adolescent development, group socialization, institutional resource, neighborhood influence, residential space differentiation