ReferencesAndersson, A. B., Barone, C., & Hällsten, M. （2023）. Are upper-secondary track decisions risky? Evidence from Sweden on the assumptions of risk-aversion models. Rationality and Society, 35（3）, 311-337.Bourdieu, P. （1984）. Distinction: A social critique of the judgement of taste （Richard Nice, Trans.）. Routledge & Kegan Paul.Bourdieu, P. （1990）. In other words: Essays toward a reflexive sociology. （Adamson. M, Trans.）. Polity Press. （Original book published 1987）Bourdieu, P., & Passeron, J. C. （Eds.）. （1990）. Reproduction in education, society and culture （Richard Nice, Trans.）. Sage. （Original book published 1977）Breen, R., & Goldthorpe, J. H. （1997）. Explaining educational differentials: Towards a formal rational action theory. Rationality and Society, 9（3）, 275–305.Breen, R., & Yaish, M. （2006）. Testing the Breen-Goldthorpe model of educational decision making. Mobility and inequality, 232-258. Breen, R., Van De Werfhorst, H. G., & Jæger, M. M. （2014）. Deciding under doubt: A theory of risk aversion, time discounting preferences, and educational decision-making. European Sociological Review, 30（2）, 258-270.De Graaf, N. D., De Graaf, P. M., & Kraaykamp, G. （2000）. Parental cultural capital and educational attainment in the Netherlands: A refinement of the cultural capital perspective. Sociology of education, 92-111.a diminished recognition of the importance of education within the intellectual class. This study found that even during the complete suspension of formal education in the Cultural Revolution, intellectuals provided their children with some degree of cultural knowledge through family education. This behavior can be explained using Bourdieu’s theory of cultural capital. Cultural capital, due to its high level of concealment, can be reproduced invisibly within families, unaffected by external social systems or political environments （Bourdieu, 1987; Emi, 1997）. Intellectuals possessing high levels of cultural capital consciously or unconsciously transmit this cultural capital through family activities and their children’s education. This endowment of cultural capital granted the children of intellectual families a higher cultural affinity, which in turn facilitated their attainment of higher educational qualifications and, subsequently, a higher social status in the credential-based society that emerged after the reform and opening-up period.Through qualitative research, this study reveals how national policies and social changes influence educational choices within families, an issue often overlooked in previous studies. The findings suggest that, although personal life experiences are profoundly shaped by national policies, deeply ingrained habits and consciousness within individuals or groups may remain unchanged. This explains why quantitative surveys show a disjunction between educational attainment and social class during the Cultural Revolution but a restoration of educational reproduction in the post-reform era.Given the qualitative nature of this study and its limited sample size, it was not possible to determine whether these findings represent a general trend or specific cases. Future research should increase the number of cases to enhance the objectivity of results.56早稲田教育評論 第 39 巻第１号
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