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教育是阻断贫困代际传递的机制，也是促进代际流动和社会公平的重要工具。2022年党的二十大报告中提出“加快建设高质量教育体系”“促进教育公平”等。但随着教育规模的不断扩大和经济的快速发展，教育不公平的问题逐渐受到关注。教育代际传递不仅与教育机会公平和教育水平代际固化有关，还与社会阶层固化有着密切联系。因此，探讨我国教育代际传递现状、分析教育代际传递的影响因素以及机制具有重要的现实意义。

本文通过使用2020年中国家庭追踪调查（CFPS）数据，对我国的教育代际传递问题进行研究。本文首先使用教育代际传递系数和代际转换矩阵对我国教育代际传递现状进行测度，然后对父代受教育水平和子代教育之间的关系展开了实证分析，同时分析了性别、户口类型、区域、家庭规模和婚配模式对教育代际传递的影响，并且运用工具变量法去解决可能存在的内生性问题。最后进一步使用中介效应模型进行教育代际传递的机制分析，探讨父代如何将自身的教育优势传递给子代。

主要研究发现如下：（1）基于有序Probit估计、边际效应分析以及转换矩阵分析等研究结果发现父代教育对子代教育有显著的正向影响。父代受教育水平越高，子代获得高等教育的概率越大。对子代教育有显著影响的除了父代教育水平以外，还有子代年龄、子代性别、子代户口类型、区域、同胞数量。（2）随着时代的推进，个体平均受教育水平在提高，但教育代际传递总体趋势增加。（3）教育代际传递在不同性别、户口类型、区域、家庭规模以及婚配模式之间存在差异。具体表现为女儿的代际性高于儿子；农业户口的代际性高于非农业户口；西部地区高于中部和东部地区；非独生家庭高于独生家庭；教育同质性婚配家庭高于教育异质性婚配家庭。（4）教育代际传递的机制分析发现，父代受教育水平除了可以直接对子代教育产生影响外，还可以通过父代经济资本、父代社会资本和子代教育期望这三个中间机制间接对子代教育产生影响。与父代社会资本相比，父代经济资本和子代教育期望是教育代际传递中更为重要的机制。最后依据发现反映的问题，从促进教育机会公平和代际流动性的角度提出相关政策含义。

Education is a mechanism for interrupting the intergenerational transmission of poverty, and an important tool for promoting intergenerational mobility and social equity.The report of the Twentieth Party Congress in 2022 proposed "accelerating the construction of a high-quality education system" and "promoting equity in education", etc. However, the phenomenon of inequity in education has gradually attracted attention from all sectors of society with the expansion of education and rapid economic development. However, the phenomenon of educational inequality has gradually attracted the attention of all sectors of society with the expansion of the scale of education and rapid economic development. The intergenerational transfer of education is not only related to the fairness of educational opportunities and the intergenerational solidification of educational level, but also closely related to the solidification of social class. Therefore, it is of great practical significance to explore the current situation of intergenerational transmission of education in China and analyze the influencing factors and mechanisms of intergenerational transmission of education.

In this paper, we study the issue of intergenerational transfer of education in China by using data from the 2020 China Family Panel Studies (CFPS). The paper first uses the coefficient of intergenerational transmission of education and the intergenerational transition matrix to measure the current status of intergenerational transmission of education in China, and then empirically analyzes the relationship between the education level of the father's generation and the education of the children's generation, and at the same time, it analyzes the effects of gender, hukou type, region, and family size on the intergenerational transmission of education, and tries to use the instrumental variable approach to solve the endogeneity problem that may exist. Finally, the mediation effect model is further used to conduct a mechanism analysis of intergenerational transmission of education, i.e., how the father's generation transmits its own educational advantages to the offspring.

The main findings are as follows: (1) Based on the results of ordered Probit estimation, marginal effect analysis and transformation matrix analysis, it is found that parents' education has a significant positive impact on children's education. The higher the education level of the parents, the greater the probability of the children to obtain higher education. In addition to the education level of the parents, the children's age, gender, household registration type, region and the number of compatriots have a significant impact on the children's education. (2) With the advance of time, the average education level of individuals is increasing, but the overall trend of intergenerational transmission of education increases. (3) The intergenerational transfer of education varies across gender, household type, region, and family size. Specifically, the intergenerational nature of daughters is higher than that of sons; the intergenerational nature of agricultural hukou is higher than that of non-agricultural hukou; the western region is higher than that of the central and eastern regions; and non-only-child families are higher than only-child families. (4) The analysis of the mechanism of intergenerational transmission of education reveals that, in addition to directly influencing the education of the offspring, the level of education of the father's generation can also indirectly influence the education of the offspring through the three intermediate mechanisms of the father's generation's economic capital, the father's generation's social capital and the offspring's educational expectations. Compared with the father's generation's social capital, the father's generation's economic capital and children's educational expectation are more important mechanisms in the intergenerational transmission of education. Finally, based on the problems reflected in the findings, relevant policy implications are proposed from the perspectives of promoting equity in educational opportunities and intergenerational mobility.