【摘要】 研究基于PISA2018中国四省市数据，采用多层logistic模型，分析了制度化家庭文化资本、具体化家庭文化资本以及客观化家庭文化资本对学生阅读素养的影响，探究了三种不同类型的家庭文化资本对学生阅读素养影响的城乡差异和性别差异。研究结果表明，三种不同类型的家庭文化资本的增加都会对学生的阅读素养产生积极影响，但不同类型的家庭文化资本对学生阅读素养的影响存在显著的城乡差异和性别差异。城乡差异表现为：制度化家庭文化资本只对城市学生的阅读素养影响显著；在客观化家庭文化资本中，家庭教育资源对乡村学生的阅读素养影响显著，家庭文化资源对城市学生的阅读素养影响显著。性别差异表现为：客观化家庭文化资本之家庭文化资源对女生的阅读素养影响显著，对男生的阅读素养影响不显著。更多还原

【Abstract】 Based on the PISA2018 B-J-S-Z data, this study uses a multi-layer logistic model to analyze the impact of institutionalized family cultural capital, specific family cultural capital and objective family cultural capital on students’ reading literacy, and explores the urban-rural and gender differences of the impact on students’ reading literacy further. The results show that the increase of three kinds of family cultural capital will have a positive predictive effect on students’ reading literacy, but there are significant urban-rural and gender differences in the impact of different types on students’ reading literacy. The differences between urban and rural areas are as follows: institutionalized family cultural capital only has a significant impact on urban students’ reading literacy; in the objective family cultural capital, family educational resources have a significant impact on rural students’ reading literacy, and family cultural resources have a significant impact on urban students’ reading literacy. Gender differences are as follows: the family cultural resources of objectifying family cultural capital have a significant impact on girls’ reading literacy,but there is no significant impact on boys’ reading literacy.更多还原