“寒门难出贵子”的社会现实反映了先赋性因素在个体人力资本积累和社会分层流动中的重要作用。虽然个体的知识、技能等人力资本的积累在很大程度上受到家庭背景的制约，但仍有相当一部分家庭社会经济地位处境不利个体获得了较高的教育成就，为实现人生逆袭奠定了基础，他们被称为“抗逆学生”，其超越家庭背景的预期而取得优异成绩的现象被称为“学业抗逆”。对这类学生的特征和其学业抗逆力的影响因素与形成机制进行研究，有助于更好地理解教育不平等的原因，探析促进教育结果均等的因素，从而帮助处境不利个体提升向上社会流动的可能性，为国家和地区提升教育质量和实现更大程度的教育公平提供决策参考。 论文通过梳理资源替代理论、教育生产理论、抗逆力理论和相关实证研究，提出了分析家庭处境不利学生学业抗逆力形成机制的基本框架。使用北京师范大学中国基础教育质量监测协同创新中心2014年与我国东部某省合作开展的“中小学教育质量综合评价项目”的标准化学业成就测试和问卷调查数据，研究了四个问题。其一，采用方差分析比较了抗逆学生与非抗逆学生的个人和家庭特征，以及抗逆学生比例高低学校的特征，以揭示抗逆学生拥有的内、外在资源。其二，采用多层Logistic回归和基于多层线性回归的中介效应检验，分析了两组个体因素（以大五人格衡量的非认知能力和校内外学习时间投入）、三个家庭因素（亲子关系、父母教育期望、父母教育参与）对家庭处境不利学生学业抗逆概率的直接影响和对学业抗逆力的间接影响，以揭示个体和家庭因素促进学业抗逆的过程机制。其三，采用相似方法分析了三组学校因素（学校资源、学校教学质量、学校氛围）促进学业抗逆的过程机制。其四，采用多层线性回归分析了学校因素与个体因素、与家庭因素对学业抗逆力的联合作用。基于这些分析得到如下结论： 第一，抗逆学生拥有较高的内在和外在资源。表现为：抗逆学生比处境不利低成就学生拥有更高的非认知能力（情绪稳定性、外向性、思维开通性、宜人性和尽责性）、校内外学习时间投入（仅初中）、父母教育期望以及更积极的亲子关系；抗逆学生比例高学校的生源家庭阶层地位更高、教育资源更充足、教学质量更高、氛围更积极。 第二，个体的非认知能力和学习投入对学业抗逆力存在显著影响。表现为：在排除学生和学校基本特征的影响后，非认知能力、校内作业时间正向预测处境不利中小学生成为抗逆学生的发生比，校外补习时间正向预测处境不利初中生成为抗逆学生的发生比。 第三，家庭内社会资本对学业抗逆力存在直接和间接影响。表现为：在排除学生和学校基本特征的影响后，亲子关系、父母教育期望正向预测处境不利中小学生成为抗逆学生的发生比，亲子关系、父母教育期望和父母教育参与部分地通过提升学生的非认知能力对其学业抗逆力产生间接影响。 第四，学校教育投入和过程因素对学业抗逆力存在直接和间接影响。表现为：在排除学生和学校基本特征的影响后，学校资源、学校教学质量和学校氛围正向预测处境不利中小学生成为抗逆学生的发生比；学校资源部分地通过学校教学质量和学校氛围对处境不利学生的学业抗逆力产生间接影响，学校教学质量、学校氛围部分地通过提升学生的非认知能力对其学业抗逆力产生间接影响。 第五，学校因素与个体和家庭因素在学业抗逆力形成中存在累积效应和替代关系。这种替代关系表现为：一方面，就读于教育资源充足、教学质量高和师生关系积极的学校使得非认知能力低、校内作业时间短、亲子关系差、父母教育期望低的处境不利学生受益更大；另一方面，非认知能力、校内作业时间、亲子关系、父母教育期望等个体和家庭资源的增加使得就读于质量低下学校（教育资源缺乏、教学质量低、师生关系消极）对处境不利学生学业的消极影响有所降低。 基于上述结论，为促进教育公平提出如下建议：第一，政府和教育行政部门要加快推进义务教育优质均衡发展，向生源家庭背景弱势的地区和学校倾斜优质教育资源，使得处境不利学生有机会从学校资源、教学质量和氛围的改善中获益。第二，教育行政部门和学校要加强中小学教师的培养与培训研修、深化课堂教学改革，提高教师进行个性化、合作式、探究式教学的能力，保证不同家庭背景学生的学习机会相对均等。第三，学校要形成和谐、关爱的氛围，使教师成为支持处境不利学生发展的重要他人。第四，学校和家长要重视对处境不利学生非认知能力的培养与早期投资，为其实现抗逆和代际流动提供动力保障。第五，处境不利学生的家长要努力营造充满温情的家庭教育氛围，为子女提供良好的成长环境。 本研究的创新点体现在：第一，以“抗逆”的视角来分析家庭处境不利学生的人力资本积累和教育结果不平等问题，论文选题和研究方法体现了学科交叉的思想。第二，构建了不同层面因素促进家庭处境不利学生学业抗逆力形成的分析框架，并以前沿的统计方法在我国义务教育阶段学生中进行了实证检验，弥补了该领域研究的不足，同时扩展了相关理论的解释范围。第三，深入分析了具有不同特征的学校在促进处境不利学生学业发展中的有效性，为说明学校的教育投入和过程因素在降低教育不平等中的效用提供了新的有力证据。

The social reality of “it is difficult for poor families to cultivate successful children” reflects the important role of ascribed factors in human capital accumulation and social mobility. Although individual’s human capital is largely influenced by family background, there are still quite a number of socio-economic disadvantaged students managed to beat the odds, who are referred to as "resilient students".Their ability to achieve unexpectedly high academic achievement is called "academic resilience". Research into the influencing factors and formation mechanism of their academic resilience can be conducive to a better understanding of the causes of educational inequality, the catalyst of education outcome equality, so as to help disadvantaged people improve the possibility of upward mobility, as well as providing reference for countries and regions to improve both quality and equity of education. By combining resource substitution theory, educational production theory, resilience theory, and relevant empirical research, this paper proposes an analytical framework for the formation mechanism of socio-economic disadvantaged students’ academic resilience. Using the standardized academic achievement test and large scale survey data of a joint education quality evaluation project between an eastern province and the Collaborative Innovation Center of Assessment toward Basic Education Quality in 2014, this paper analyzes four problems. First, ANOVA is used to compare the difference in personal and family characteristics between resilient and nonresilient students, as well as the difference of features between schools with more or less resilient students, so as to reveal the internal and external resources possessed by resilient students. Second, multilevel logistic regression and multilevel mediation detection procedures are adopted to analyze the influence of two groups of personal factors(noncognitive skills measured by the big five personality, learning engagement on and off campus), three family factors(parent-child relationship, parental educational expectation and parental involvement) on the odds of disadvantaged students becoming resilient, and the indirect effects on academic resilience. Third, using similar methods, this paper analyzes the influence of three groups of school factors(school resources, teaching quality, school climate) on the odds of disadvantaged students becoming resilient, and the indirect effects of them. Finally, multilevel linear regression with interactive terms are used to analyze the combined effects of school factors and individual/family factors on academic resilience. The main conclusions are as follows: First, resilient students have higher internal and external resources. Specifically, they have higher noncognitive skills(emotional stability, extraversion, openness to experience, agreeableness, conscientiousness), more learning time(only for secondary school students), higher parental educational expectation and positive parent-child relationship than disadvantaged low achievers. Schools concentrated with resilient students are characterized by higher average SES, adequate resources, higher teaching quality and a more positive school atmosphere. Second, noncognitive skills and learning engagement have significant impact on disadvantaged students’ academic resilience. Specifically, after accounting for the basic characteristics of students and schools, noncognitive skills and homework time positively predict the odds of disadvantaged students becoming resilient; private tutoring time positively predict the odds of disadvantaged secondary school students becoming resilient. Third, family social capital has direct and indirect impact on disadvantaged students’ academic resilience. Specifically, after accounting for the basic characteristics of students and schools, parent-child relationship and parental educational expectation positively predict the odds of disadvantaged students becoming resilient. Besides, parent-child relationship, parental educational expectation, parental involvement all have indirect impact on academic resilience through students' noncognitive skills. Fourth, educational input and process of schools have direct and indirect impact on disadvantaged students’ academic resilience. Specifically, after accounting for the basic characteristics of students and schools, school resources, teaching quality and school climate positively predict the odds of disadvantaged students becoming resilient. Besides, school resources have indirect impact on academic resilience through teaching quality and school climate, teaching quality and school climate all have indirect impact on academic resilience through students' noncognitive skills. Fifth, There is a cumulative effect and substitutional relationship between school factors and individual/family factors in the formation of academic resilience. And it can be understood like as: On the one hand, disadvantaged students with low noncognitive skills, low learning engagement, poor parent-child relationship, low parental educational expectation benefit more from attending schools with adequate resources, higher teaching quality and positive climate. On the other hand, disadvantaged students with high noncognitive skills, learning engagement, parental educational expectation and positive parent-child relationship will be less harmed by enrolling in schools with insufficient resources, low teaching quality and negative climate. Based on the above conclusions, this study puts forward the following suggestions: First, accelerating the balanced development of compulsory education, and allocating high-quality educational resources to areas/schools concentrated with disadvantaged students, so that they can benefit from the improvement of school resources, teaching quality and school climate. Second, strengthening teacher professional development and instruction reform, to improve teachers’ ability in using individualized, cooperative and inquiry-based teaching methods, so that students with different socioeconomic backgrounds have relatively equal learning opportunities. Third, building caring school climate and encouraging teachers to be disadvantaged students’ supportive significant others. Fourth, paying attention to the investment and cultivation of disadvantaged children’s noncognitive skills, so as to provide a driving force for them to achieve upward mobility. Fifth, creating good family atmosphere by holding high expectation for children and effectively communicating with them. The innovation of this research are as follows: First, the human capital accumulation of disadvantaged students and educational inequality is analyzed from the perspective of “resilience”, which reflects the thoughts of interdisciplinary. Second, this paper constructs an analytical framework of the formation mechanism of socio-economic disadvantaged students’ academic reslience and verifies it with cutting-edge statistical methods among Chinese compulsory education students, which fills in the research gap in this field as well as extends the explanation scope of relevant theories. Third, the effectiveness of schools with different features in disadvantaged students’ academic development is analyzed in depth and systematically, which adds strong new evidence for the effect of school input and process in reducing educational inequality.