Empirical Research on the Impact of Socioeconomic Status on Social Equity: perspective of the group of vocational education degree

As the mainstay of China's industrial workforce, vocational education graduates face low socioeconomic status and limited upward mobility, constituting significant practical barriers to achieving social equity. Using data from the China General Social Survey (CGSS), this study constructs a theoretical model incorporating moderation and mediation effects to empirically analyze how this group's socioeconomic status influences social equity.Results indicate: (1) Both social status and economic status exert significant positive effects on social equity. (2) The interaction between social and economic status does not significantly influence social equity. (3) Social trust plays a significant mediating role in the pathway from socioeconomic status to social equity, while urban-rural differences exert a negative moderating effect on social trust's influence on social equity. (4) The impact of socioeconomic status on social equity exhibits heterogeneity across gender, region, and educational attainment.These findings underscore the critical value of enhancing the socioeconomic status of vocational education graduates in promoting social equity, providing empirical support for optimizing vocational education policies and advancing educational equity and social harmony.