Differences in Educational Expectations between Urban and Rural Junior High School Students: Individual, Family, and Social Structures
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Published
Jan 31, 2022
Abstract
This paper studies the current differences in educational expectations between urban and rural students and explores the mechanism from the individual/family and school/society perspectives. The results show significant differences in expectations between rural and urban junior high school students for going on to higher education. In addition, urban students’ educational expectations are higher than that of rural and migrant students. These differences are caused by the students’ cognitive ability, family background, and school environment, among which the influence of family background is larger than that of cognitive ability, while the effect of the school’s hukou structure is the most important influencing factor. The results suggest that building a desirable school education atmosphere, alleviating hukou segregation in schools, and strengthening the integration of widely diverse school populations are important approaches to promoting educational and social equity in China.
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Keywords
Educational Expectations, Rural–Urban Differences, Individual And Family Factors, Socio-structural Factors
References
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Kerckhoff, A.C. (1976). The status attainment process: Socialization or allocation? Social Forces, 55(2):368-381.DOI: https://doi.org/10.1093/sf/55.2.368
Li, C.L. (2014a). The changing trend of educational inequality in China (1940–2010), Reexamining the urban–rural gap on educational opportunity. Sociologic Studies, 2014(2):65-89. [Chinese]. DOI: https://doi.org/10.19934/j.cnki.shxyj.2014.02.004
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Liang, Y.C., & Wu, X.Y. (2016). Education segregation and educational aspiration under China’s Household registration system: A study based on CEPS 2014. Journal of Social Development, 2016(1):22-47, 242-243. [Chinese].
Liu, B.Z., Zhang, Y.Y., & Li, J.X. (2015). Family SES and adolescent educational expectation: Mediating role of parental involvement. Peking University Education Review, 13(3):158-176, 192. [Chinese]. DOI: https://doi.org/10.19355/j.cnki.1671-9468.2015.03.011
Rogoff, N. (1953). Social stratification in France and in the United States. American Journal of Sociology, 58(4):347-357. DOI: https://doi.org/10.1086/221171
Sewell, W.H. (1963). The educational and occupational perspectives of rural youth. Washington, DC: National Committee for Children and Youth, Department of Health, Education and Welfare. https://eric.ed.gov/?id=ED019169.
Sewell, W.H. (1964). Community of residence and college plans. American Sociological Review, 29(1):24-38. DOI: https://doi.org/10.2307/2094638.
Sewell, W.H., & Armer, J. M. (1966). Neighborhood context and college plans. American Sociological Review, 31(2):159-168. DOI: https://doi.org/10.2307/2090901.
Sewell, W.H., Haller, A.O., & Straus, M.A. (1957). Social status and educational and occupational aspiration. American Sociological Review, 22(1):67-73. https://psycnet.apa.org/doi/10.2307/2088767
Sewell, W.H., & Hauser, R.M. (1972). Causes and consequences of higher education: Models of the status attainment process. American Journal of Agricultural Economics, 54(5):851-861. DOI: https://doi.org/10.2307/1239228
Sewell, W.H., Hauser, R.M., Springer, K.W., & Hauser, T.S. (2003). As we age: A review of the Wisconsin Longitudinal Study, 1957–2001. Research in Social Stratification and Mobility, 20:3-111. DOI: https://doi.org/10.1016/S0276-5624(03)20001-9
Sewell, W.H., & Shah, V.P. (1967). Socioeconomic status, intelligence, and the attainment of higher education. Sociology of Education, 40(1):1-23. DOI: https://doi.org/10.2307/2112184
Wang, F.Q., & Shi, Y.W. (2014). Family background, educational expectation, and college degree attainment: An empirical study based on Shanghai survey. Chinese Journal of Sociology, 34(1):175-195. [Chinese]. DOI: 10.15992/j.cnki.31-1123/c.2014.01.011
Wilson, A.B. (1959). Residential segregation of social classes and aspirations of high school boys. American Sociological Review, 24(6):836-845. DOI: https://doi.org/10.2307/2088572
Wu, X.G. (2011). The household registration system and rural–urban educational inequality in contemporary China. Chinese Sociological Review, 44(2):31-51. DOI: https://doi.org/10.2753/CSA2162−05554 40202
Wu, Y.X. (2013). Educational opportunities for rural and urban residents in China, 1978–2008: Inequality and evolution. Social Sciences in China, 34(3):58-75. DOI: https://doi.org/10.1080/02529203.2013.820555
Wu, Y.X., Huang, C., & Liu, H. (2017). School socioeconomic segregation and educational expectations of students in China’s junior high schools. Social Sciences in China, 38(3):112-126.
Yang, X.C., Yao, Y., & Zhang, S. (2016). A study on the influence of family social status on adolescents’ educational expectation: An empirical analysis based on CEPS 2014 survey data. China Youth Study, 13(3):67-73. [Chinese] DOI: https://doi.org/10.19633/j.cnki.11-2579/d. 2016.07.011
Zheng, L., & Wang, S. (2014). School choice, capitalization of educational services, and residential segmentation: A reflection on the policy of neighborhood schooling. Education & Economy, (6):25-32. [Chinese]. http://www.cnki.com.cn/Article/CJFDTOTAL-JYJI201406004.htm
Coleman, J.S. (1966). Equality of educational opportunity. United States: US Department of Health, Education, and Welfare, Office of Education. DOI: https://doi.org/10.3886/ICPSR06389.v3.
China Population and Family Planning Commission.(2010). Report on China’s migrant population development.[Chinese]. Beijing: China Population Publishing House.
Ding, B.R., & Wang, Y.J. (2016). Educational expectation differences in household registration-Based on a comparative study of four types of children. Education Science, 32(5):1-10. [Chinese].
Feng, H., & Lu, M. (2010). Choosing a school by buying a home: Empirical evidence and policy implications of education’s impact on housing prices. World Economy, 12:89-104. [Chinese]. http://www.cnki.com.cn/Article/CJFDTOTAL-SJJJ201012007.htm.
Fiel, J. (2015). Closing ranks: Closure, status competition, and school segregation. American Journal of Sociology, 121(1):126-170. DOI: https://doi.org/10.1086/682027.
Huang, C. (2017). The influences of family and school factors on urban–rural differences in educational aspirations. Sociological Review of China, 5(5):65-78. [Chinese].
Kahlenberg, R.D. (2012). The future of school integration: Socioeconomic diversity as an education reform strategy. New York: Century Foundation. https://eric.ed.gov/?id=ED531911.
Kerckhoff, A.C. (1976). The status attainment process: Socialization or allocation? Social Forces, 55(2):368-381.DOI: https://doi.org/10.1093/sf/55.2.368
Li, C.L. (2014a). The changing trend of educational inequality in China (1940–2010), Reexamining the urban–rural gap on educational opportunity. Sociologic Studies, 2014(2):65-89. [Chinese]. DOI: https://doi.org/10.19934/j.cnki.shxyj.2014.02.004
Li, D. (2014b). Equal distribution of limited chances: A study of the citizenship shifts of Chinese peasants’ children. Chinese Journal of Sociology, 34(4):91-118. [Chinese]. DOI: https://doi.org/10.15992/j.cnki.31-1123/c.2014.04.009
Li, T., & Wu, Z.H. (2015). The new “theory of the uselessness of reading” in “rural China.” Exploration and Free Views, 2015(5):11-12. [Chinese].
Liang, Y.C., & Wu, X.Y. (2016). Education segregation and educational aspiration under China’s Household registration system: A study based on CEPS 2014. Journal of Social Development, 2016(1):22-47, 242-243. [Chinese].
Liu, B.Z., Zhang, Y.Y., & Li, J.X. (2015). Family SES and adolescent educational expectation: Mediating role of parental involvement. Peking University Education Review, 13(3):158-176, 192. [Chinese]. DOI: https://doi.org/10.19355/j.cnki.1671-9468.2015.03.011
Rogoff, N. (1953). Social stratification in France and in the United States. American Journal of Sociology, 58(4):347-357. DOI: https://doi.org/10.1086/221171
Sewell, W.H. (1963). The educational and occupational perspectives of rural youth. Washington, DC: National Committee for Children and Youth, Department of Health, Education and Welfare. https://eric.ed.gov/?id=ED019169.
Sewell, W.H. (1964). Community of residence and college plans. American Sociological Review, 29(1):24-38. DOI: https://doi.org/10.2307/2094638.
Sewell, W.H., & Armer, J. M. (1966). Neighborhood context and college plans. American Sociological Review, 31(2):159-168. DOI: https://doi.org/10.2307/2090901.
Sewell, W.H., Haller, A.O., & Straus, M.A. (1957). Social status and educational and occupational aspiration. American Sociological Review, 22(1):67-73. https://psycnet.apa.org/doi/10.2307/2088767
Sewell, W.H., & Hauser, R.M. (1972). Causes and consequences of higher education: Models of the status attainment process. American Journal of Agricultural Economics, 54(5):851-861. DOI: https://doi.org/10.2307/1239228
Sewell, W.H., Hauser, R.M., Springer, K.W., & Hauser, T.S. (2003). As we age: A review of the Wisconsin Longitudinal Study, 1957–2001. Research in Social Stratification and Mobility, 20:3-111. DOI: https://doi.org/10.1016/S0276-5624(03)20001-9
Sewell, W.H., & Shah, V.P. (1967). Socioeconomic status, intelligence, and the attainment of higher education. Sociology of Education, 40(1):1-23. DOI: https://doi.org/10.2307/2112184
Wang, F.Q., & Shi, Y.W. (2014). Family background, educational expectation, and college degree attainment: An empirical study based on Shanghai survey. Chinese Journal of Sociology, 34(1):175-195. [Chinese]. DOI: 10.15992/j.cnki.31-1123/c.2014.01.011
Wilson, A.B. (1959). Residential segregation of social classes and aspirations of high school boys. American Sociological Review, 24(6):836-845. DOI: https://doi.org/10.2307/2088572
Wu, X.G. (2011). The household registration system and rural–urban educational inequality in contemporary China. Chinese Sociological Review, 44(2):31-51. DOI: https://doi.org/10.2753/CSA2162−05554 40202
Wu, Y.X. (2013). Educational opportunities for rural and urban residents in China, 1978–2008: Inequality and evolution. Social Sciences in China, 34(3):58-75. DOI: https://doi.org/10.1080/02529203.2013.820555
Wu, Y.X., Huang, C., & Liu, H. (2017). School socioeconomic segregation and educational expectations of students in China’s junior high schools. Social Sciences in China, 38(3):112-126.
Yang, X.C., Yao, Y., & Zhang, S. (2016). A study on the influence of family social status on adolescents’ educational expectation: An empirical analysis based on CEPS 2014 survey data. China Youth Study, 13(3):67-73. [Chinese] DOI: https://doi.org/10.19633/j.cnki.11-2579/d. 2016.07.011
Zheng, L., & Wang, S. (2014). School choice, capitalization of educational services, and residential segmentation: A reflection on the policy of neighborhood schooling. Education & Economy, (6):25-32. [Chinese]. http://www.cnki.com.cn/Article/CJFDTOTAL-JYJI201406004.htm
How to Cite
Li, F., & Hou, Y. (2022). Differences in Educational Expectations between Urban and Rural Junior High School Students: Individual, Family, and Social Structures . Best Evidence in Chinese Education, 10(1), 1315–1335. https://doi.org/10.15354/bece.22.ar003
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