{"title":"Breaking Free of Class Constraints—A Qualitative Study of 10 Post-80s Rural Children with Higher Educational Attainment","authors":"Dong Yonggui","doi":"10.1080/10611932.2019.1693805","DOIUrl":null,"url":null,"abstract":"Abstract This study selected 10 rural children who attended undergraduate programs at 211/985 universities as its research subjects, for analysis of the underlying reasons behind their achievement of higher educational attainment. The study found that the principal reasons were as follows: First, escaping a rural area and repaying their parents were powerful motivations for them to study hard. Second, they exhibited a high degree of identification with the instrumental value of education: they believed that knowledge would change their fate, and assiduously studied to achieve this end. Third, they played an active role, proactively competing for all available resources. Fourth, as important others, teachers compensated for the inadequacy of their families’ cultural capital.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"8 1","pages":"336 - 346"},"PeriodicalIF":0.0000,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chinese Education and Society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10611932.2019.1693805","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 1
Abstract
Abstract This study selected 10 rural children who attended undergraduate programs at 211/985 universities as its research subjects, for analysis of the underlying reasons behind their achievement of higher educational attainment. The study found that the principal reasons were as follows: First, escaping a rural area and repaying their parents were powerful motivations for them to study hard. Second, they exhibited a high degree of identification with the instrumental value of education: they believed that knowledge would change their fate, and assiduously studied to achieve this end. Third, they played an active role, proactively competing for all available resources. Fourth, as important others, teachers compensated for the inadequacy of their families’ cultural capital.
期刊介绍：
How is China"s vast population being educated in the home, the school, and the workplace? Chinese Education and Society is essential for insight into the latest Chinese thinking on educational policy and practice, educational reform and development, pedagogical theory and methods, colleges and universities, schools and families, as well as the education for diverse social groups across gender and youth, urban and rural, mainstream and minorities. It features unabridged translations of the most important articles in the field from Chinese sources, including scholarly journals and collections of articles published in book form. It also provides refereed research on specific themes.
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