教育不仅有着传递知识的价值，还有分流的作用。对于广大底层子弟而言，义务教育之后通常面临三条道路：读普通高中、读职业学校或辍学打工。普高相对另外两条道路看似有更光明的可能，但是普高内部在重点学校制度下存在着较大差异。很多成绩不够重点高中分数线、又不甘心就读职校的学生选择了末流普高，这类学校属于高不成、低不就的教育“夹心层”。本研究以湖北恩施G高中作为“夹心层”学校的代表，聚焦于现有研究关注较少的“夹心层”学校底层子弟，试图跳脱出“反学校文化”的认识与再生产理论。从文化生产理论着手，将“夹心层”学校学生的主体性引入研究视野，探索该群体文化与精神世界。

本研究发现教育“夹心层”学校学生呈现出“过高中”的学生文化，且其随着在校生心路历程的变化而兴起。初来“夹心层”学校的学生普遍存有学业期待，甚至不甘心就读G高中，但中考失利、转学可能性低的现实使他们进行了心态调整，温馨的人际关系也成为留下他们在此就读的重要拉力。他们在接受了于此就读的现实之后，出于抵御作为“夹心层”学校学生受到无端污名的动机，试图通过丰富多彩、“雁过留痕”的校园生活证明自己：积累社会经验与官方知识以寻求自身价值；搭建温馨互助的人际关系以彰显自我；出于找乐子的心态积极构建娱乐活动也成为他们创造自身独特意义的方式。而这一系列对非学习活动的追求挤压了学习，造成了“得过且过”的学业。于是高中作为学习场所的价值被部分消弭，成为底层子弟“过日子”的场所，“过高中”的学生文化由此形成。

本文发现“夹心层”学校底层子弟呈现出“过高中”的学生文化，这一发现与文化生产理论相呼应，但是本研究发现底层子弟的文化生产与“小子们”的洞察在对象、程度与出发点上存在差异，且本文从文化生成的过程性视角展现了文化生产并非一蹴而就，而是在主体性不断培育、在自我与结构撕裂的张力中塑造出来的。不过与文化生产理论主体性相符的是，“过高中”文化的生成展现了学生的主体性，即使文化生产从客观结果来说并不一定能获得世俗的成功，但是对于该群体而言却是在有限的空间内发挥主体性、保持自我尊严的手段，这一抵御外界污名认识的方式不失为其独特但有效的生活逻辑与文化模式。

Education not only has the value of transmitting knowledge, but also has the diversionary effect. For the majority of underclass children, there are usually three paths after compulsory education: general high school, vocational school, or dropping out of school to work. The general high school may seem to have brighter possibilities than the other two paths, but there is a big difference within the general high school under the key school system. Many students who do not have enough grades to reach the high school score line but are not willing to attend vocational schools choose the last stream of general high schools, which are the "sandwich layer" of education where high is not enough and low is not enough. This study takes Ensh G High School in Hubei Province as a representative of the "sandwich layer" schools, focusing on the children of the bottom class in the "sandwich layer" school, which has received less attention from existing studies, and tries to break away from the "anti-school culture" theory of perception and cultural reproduction. The study focuses on the children at the bottom of the "sandwich layer" school, which has received little attention from existing researches. Starting from the cultural production theory, the study introduces the subjectivity of students in "sandwich layer" schools into the research field and explores their student culture and spiritual world.

This study finds that students in educational " sandwich layer" schools exhibit the student culture of "passing through senior high school" that emerges as students' paths change. Students who first came to a "sandwich layer" school generally had academic expectations and were even reluctant to attend G high school, but the reality of failing the midterm exams and the low likelihood of transferring to another school caused them to adjust their mindset, and warm interpersonal relationships were an important pull. After accepting the reality of attending this school, they try to prove their value through a rich and colorful campus life, "leaving a trace", in order to resist the stigmatization of students in "sandwich layer" school: to accumulate social experiences and official knowledge, to seek their own value, and to build a warm and supportive environment. They seek their own value by accumulating social experiences and official knowledge; they build warm and supportive interpersonal relationships to express themselves; and they create their own unique meaning by actively constructing recreational activities out of a desire to have fun. This pursuit of non-academic activities squeezes out learning and results in a "pass-and-fail" approach to school. As a result, the value of high school as a place of learning is partially eliminated, and it becomes a place for the children of the underclass to "live a fortune of life ", thus forming the student culture of "passing through senior high school".

This study finds that the underclass children in the "sandwich layer" school present the "passing through senior high school" student culture, a finding that echoes the theory of cultural production, but this study finds that the cultural production of the underclass children is different from that of the "kids" in terms of object and degree of insight. However, this study finds that there are differences between the cultural production of the underclass and the insights of the "kids" in terms of object, degree, and starting point, and the process analysis of cultural production in this paper shows that cultural production does not happen overnight, but is shaped by the continuous cultivation of subjectivity and the tension between the self and the structure. However, in line with the subjectivity of cultural production theory, cultural production does not necessarily lead to secular success in terms of objective outcomes, but for the group, it seems to become an opportunity to exercise subjectivity and maintain self-dignity in a limited space, a way to resist the stigmatized perceptions of the outside world, which is a unique but effective logic of life and cultural pattern.