Pub Date : 2024-01-01DOI: 10.1177/2212585x241234347
Liping Ma, Hongbo Cai, Xiaomei Ye, Shuyi Zhao
The reform and opening-up of China have greatly improved the scale and quality of doctoral education for women. However, female doctors still face the “leaky pipeline” and the “unbreakable glass ceiling” in their development of academic careers. In this study, gender differences are investigated in doctoral graduates’ career choices, the level of educational institutions they attend, and their scientific research productivity after joining the institution. We analyzed the administrative data and scientific research publication information from ten years of doctoral graduates at a top research university in China. Results suggest that compared to their male counterparts, female doctors are more likely to pursue an academic career upon graduation, but they are also more likely to be employed in lower-level institutions as well as to publish Chinese scientific studies with lower influence and poorer quality. Moreover, gender differences in academic disciplines are heterogeneous. While academic career development for doctors in natural sciences is not gender-biased, female doctors in social sciences face the most significant challenges, and these results persist even after controlling for their scientific publications during graduate school. In other words, gender differences in academic career development are likely to result from gender symbols rather than differences in academic ability.
{"title":"Ability difference or gender symbolism? An empirical research on gender differences in academic career development of doctoral graduates in China","authors":"Liping Ma, Hongbo Cai, Xiaomei Ye, Shuyi Zhao","doi":"10.1177/2212585x241234347","DOIUrl":"https://doi.org/10.1177/2212585x241234347","url":null,"abstract":"The reform and opening-up of China have greatly improved the scale and quality of doctoral education for women. However, female doctors still face the “leaky pipeline” and the “unbreakable glass ceiling” in their development of academic careers. In this study, gender differences are investigated in doctoral graduates’ career choices, the level of educational institutions they attend, and their scientific research productivity after joining the institution. We analyzed the administrative data and scientific research publication information from ten years of doctoral graduates at a top research university in China. Results suggest that compared to their male counterparts, female doctors are more likely to pursue an academic career upon graduation, but they are also more likely to be employed in lower-level institutions as well as to publish Chinese scientific studies with lower influence and poorer quality. Moreover, gender differences in academic disciplines are heterogeneous. While academic career development for doctors in natural sciences is not gender-biased, female doctors in social sciences face the most significant challenges, and these results persist even after controlling for their scientific publications during graduate school. In other words, gender differences in academic career development are likely to result from gender symbols rather than differences in academic ability.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"101 3-4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140523540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/2212585x241233010
S. Marginson
The Climate-Nature Emergency (CNE) is an existential crisis that makes urgent the need to fundamentally transform the dominant model of social and economic development. Amid the wreckage created by competitive accumulation and hyper consumption, the crucial need is to develop a sustainable moral order, embodying constructive human-nature and human-human relations. Following Durkheim, the main components of a moral order are the state, which is the crucial repository of collective interest, and individuals who take responsibility for self-improvement and the implementation of social values. The CNE foregrounds the capacity of states everywhere to both organise centrally and foster devolved community agency that can effectively address local problems and disasters. Working with government, higher education has a central role to play in advancing and defending science, fostering skills and knowledge in government, and in developing reflexive agents effective in social action in all of the local, communal, national, regional and global scales. The CNE also calls up the need to overhaul the curriculum to render it consistent with ecological survival. Higher education has an advanced capacity to cooperate across national borders and can assist nation-states in the difficult but vital process of building stable global cooperation. In addressing these issues, China and higher education in China have strong endogenous traditions, ancient and recent, on which to draw, including the consensual role of the Sinic state, which when functioning effectively draws on widespread public support; governance through deep devolution within the framework of central policies; Confucian self-cultivation with its capacity to foster consciously reflective lifelong learners; and tianxia an approach to global cooperation founded in moral values and norms of conduct rather than coercion. When combined with the Western respect for personal freedom and initiative, these qualities have much to offer in addressing the CNE, not only in China but across the world.
{"title":"The climate-nature emergency and higher education","authors":"S. Marginson","doi":"10.1177/2212585x241233010","DOIUrl":"https://doi.org/10.1177/2212585x241233010","url":null,"abstract":"The Climate-Nature Emergency (CNE) is an existential crisis that makes urgent the need to fundamentally transform the dominant model of social and economic development. Amid the wreckage created by competitive accumulation and hyper consumption, the crucial need is to develop a sustainable moral order, embodying constructive human-nature and human-human relations. Following Durkheim, the main components of a moral order are the state, which is the crucial repository of collective interest, and individuals who take responsibility for self-improvement and the implementation of social values. The CNE foregrounds the capacity of states everywhere to both organise centrally and foster devolved community agency that can effectively address local problems and disasters. Working with government, higher education has a central role to play in advancing and defending science, fostering skills and knowledge in government, and in developing reflexive agents effective in social action in all of the local, communal, national, regional and global scales. The CNE also calls up the need to overhaul the curriculum to render it consistent with ecological survival. Higher education has an advanced capacity to cooperate across national borders and can assist nation-states in the difficult but vital process of building stable global cooperation. In addressing these issues, China and higher education in China have strong endogenous traditions, ancient and recent, on which to draw, including the consensual role of the Sinic state, which when functioning effectively draws on widespread public support; governance through deep devolution within the framework of central policies; Confucian self-cultivation with its capacity to foster consciously reflective lifelong learners; and tianxia an approach to global cooperation founded in moral values and norms of conduct rather than coercion. When combined with the Western respect for personal freedom and initiative, these qualities have much to offer in addressing the CNE, not only in China but across the world.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"9 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/2212585x241244458
David Doncel-Abad, Carmen Amado Mendes
The Chinese leadership has little doubt that achieving China’s dream of becoming the world’s largest economy in the foreseeable future needs an increase in both the quality of its human capital, understood as increasing the average educational level of the population, and improving the quality of academic training. Due to this, the Government has introduced measures in the educational system, such as educational and professional guidance to encourage individuals to choose a satisfactory and successful educational track with which they can reach the highest level of education they can possibly achieve and promote to sending student abroad. At this point, if we bring together being the top country in the world regarding out-going students, and the freedom of Chinese families to choose what, and where their children study abroad, important questions arise, such as, who actually has the chance to study abroad? For these reasons, it is useful to know what factors influence the decision-making of Chinese students in relation to their educational trajectory. Therefore, this special issue exists in the context of the rapid and contradictory social changes that are occurring in Chinese society and proposes that they can be analysed through the educational trajectories of Chinese students.
{"title":"Educational choices in China and the complex path to studying abroad: Reflection on social changes and methodological discussion","authors":"David Doncel-Abad, Carmen Amado Mendes","doi":"10.1177/2212585x241244458","DOIUrl":"https://doi.org/10.1177/2212585x241244458","url":null,"abstract":"The Chinese leadership has little doubt that achieving China’s dream of becoming the world’s largest economy in the foreseeable future needs an increase in both the quality of its human capital, understood as increasing the average educational level of the population, and improving the quality of academic training. Due to this, the Government has introduced measures in the educational system, such as educational and professional guidance to encourage individuals to choose a satisfactory and successful educational track with which they can reach the highest level of education they can possibly achieve and promote to sending student abroad. At this point, if we bring together being the top country in the world regarding out-going students, and the freedom of Chinese families to choose what, and where their children study abroad, important questions arise, such as, who actually has the chance to study abroad? For these reasons, it is useful to know what factors influence the decision-making of Chinese students in relation to their educational trajectory. Therefore, this special issue exists in the context of the rapid and contradictory social changes that are occurring in Chinese society and proposes that they can be analysed through the educational trajectories of Chinese students.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"196 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140521342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/2212585x241234338
Man Ho Adrian Lam
Given Hong Kong’s robust, high-performing, and entrepreneurial higher education system, universities are preparing their students to adapt, contribute, and thrive as productive workers, capable citizens, and life-long learners. With the employment of both qualitative document analysis and inductive thematic analysis, this study aims to analyse how the eight publicly funded universities in Hong Kong conceptualise and frame their graduate attributes, and reveal the similarities and differences of their underlying motivations and implications. This study brings together eight discourses, namely life-long learning, critical thinking, communication and collaboration, interdisciplinary mindset, contextual systems thinking, commitment and responsibility, ethical values and moral principles, as well as technological capability. Using both the lenses of academic entrepreneurism and future readiness, although several attributes are founded to be academically entrepreneurial in orientation due to the emphasis on equipping students with individual skills and dispositions, some other attributes are bringing students back to the humanistic and social nature of human beings, which reveal that Hong Kong universities are preparing their future-ready students both as agents for personal development and of social good. This study can inform how various universities worldwide can revamp and reinvigorate a common set of future-ready graduate attributes, while contextualising and adapting institution-specific variations.
{"title":"Exploring the future-ready graduate attributes across the undergraduate curricula from the eight publicly funded Hong Kong universities in the era of academic entrepreneurism","authors":"Man Ho Adrian Lam","doi":"10.1177/2212585x241234338","DOIUrl":"https://doi.org/10.1177/2212585x241234338","url":null,"abstract":"Given Hong Kong’s robust, high-performing, and entrepreneurial higher education system, universities are preparing their students to adapt, contribute, and thrive as productive workers, capable citizens, and life-long learners. With the employment of both qualitative document analysis and inductive thematic analysis, this study aims to analyse how the eight publicly funded universities in Hong Kong conceptualise and frame their graduate attributes, and reveal the similarities and differences of their underlying motivations and implications. This study brings together eight discourses, namely life-long learning, critical thinking, communication and collaboration, interdisciplinary mindset, contextual systems thinking, commitment and responsibility, ethical values and moral principles, as well as technological capability. Using both the lenses of academic entrepreneurism and future readiness, although several attributes are founded to be academically entrepreneurial in orientation due to the emphasis on equipping students with individual skills and dispositions, some other attributes are bringing students back to the humanistic and social nature of human beings, which reveal that Hong Kong universities are preparing their future-ready students both as agents for personal development and of social good. This study can inform how various universities worldwide can revamp and reinvigorate a common set of future-ready graduate attributes, while contextualising and adapting institution-specific variations.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"50 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140523642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/2212585x241234332
Xiaoyuan Qu
Inclusion is integral to the education policy in countries across the world. In China, inclusion has been reaffirmed in recent policies as a priority in enhancing educational quality for disabled children. However, the growing scale of special schools and the increasing number of students enrolled seem to convey a conflicting message with inclusion. This paper critically examines the policy development from 1987 to 2023 concerning education for disabled children in China to make clearer sense of China’s inclusion agenda. The analysis highlights a policy vision where special schools are seen as key resources to enhance inclusive provisions and will continue to grow in scale in the short term as they transform to be an integral and inter-connected part within the wider education system rather than segregated settings, while Learning in Regular Classrooms and inclusion remain a primary objective and rationale underpinning the educational development for disabled children. This means a broader understanding of special education/schools in China is needed. The Chinese government has forged and embraced a unique, if not controversial approach that is adapted to suit the local contexts. This may set an example for the global community to explore localised strategies for inclusion to enhance education for all.
{"title":"Making sense of policy development of inclusive education for children with disabilities in China","authors":"Xiaoyuan Qu","doi":"10.1177/2212585x241234332","DOIUrl":"https://doi.org/10.1177/2212585x241234332","url":null,"abstract":"Inclusion is integral to the education policy in countries across the world. In China, inclusion has been reaffirmed in recent policies as a priority in enhancing educational quality for disabled children. However, the growing scale of special schools and the increasing number of students enrolled seem to convey a conflicting message with inclusion. This paper critically examines the policy development from 1987 to 2023 concerning education for disabled children in China to make clearer sense of China’s inclusion agenda. The analysis highlights a policy vision where special schools are seen as key resources to enhance inclusive provisions and will continue to grow in scale in the short term as they transform to be an integral and inter-connected part within the wider education system rather than segregated settings, while Learning in Regular Classrooms and inclusion remain a primary objective and rationale underpinning the educational development for disabled children. This means a broader understanding of special education/schools in China is needed. The Chinese government has forged and embraced a unique, if not controversial approach that is adapted to suit the local contexts. This may set an example for the global community to explore localised strategies for inclusion to enhance education for all.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"18 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/2212585x241234334
Jean‐Claude Ruano‐Borbalan
Analyzing the evolving landscape of higher education, the article looks at historical, political, and contemporary challenges. It highlights the global impact of innovation doctrines over the last fifty years, and their influence on public policy and societal structures, and especially higher education. It highlights the major shift in the dominant regime of knowledge production that has taken place over the same period, leading to the dominance of the entrepreneurial university, utilitarian knowledge and “strategic research”. This transformative paradigm has led to the conceptualization of the “third mission” of economic and societal development. By examining European and national programs such as the Excellence Initiatives, the article shows how universities are adapting while contributing to national innovation systems. The analysis reveals different perspectives on knowledge production, emphasizing rationalization and productivity while highlighting the complex consequences of societal activities on their production and environment.
{"title":"New missions for universities in the era of innovation: European and global perspectives for excellence and sustainability","authors":"Jean‐Claude Ruano‐Borbalan","doi":"10.1177/2212585x241234334","DOIUrl":"https://doi.org/10.1177/2212585x241234334","url":null,"abstract":"Analyzing the evolving landscape of higher education, the article looks at historical, political, and contemporary challenges. It highlights the global impact of innovation doctrines over the last fifty years, and their influence on public policy and societal structures, and especially higher education. It highlights the major shift in the dominant regime of knowledge production that has taken place over the same period, leading to the dominance of the entrepreneurial university, utilitarian knowledge and “strategic research”. This transformative paradigm has led to the conceptualization of the “third mission” of economic and societal development. By examining European and national programs such as the Excellence Initiatives, the article shows how universities are adapting while contributing to national innovation systems. The analysis reveals different perspectives on knowledge production, emphasizing rationalization and productivity while highlighting the complex consequences of societal activities on their production and environment.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"25 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140526893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/2212585x241234335
John Stewart Clark, Matthew Terrett
L2 speaking and listening practice typically involves inauthentic highly scripted learning experiences that are not reflected in real-world contexts. Seminars represent an unscripted authentic learning experience preparing students for future college courses and public discourse. Using an action research design, we developed a listening and speaking assessment instrument for L2 students to be implemented in student-led seminar discussions. The assessment instrument also served as a method of feedforward. Our results indicate an increase in student engagement across the seminar sessions. This was demonstrated by corresponding increases in the number of contributions, number of times students initiated dialogue, and positive listening indicators. Limitations in our assessment instrument were identified but the positive outcomes in increasing student participation and engagement justify further development of this instrument.
{"title":"Developing a second language listening and speaking assessment instrument for Use in student-led seminars in a chinese middle school english language acquisition class","authors":"John Stewart Clark, Matthew Terrett","doi":"10.1177/2212585x241234335","DOIUrl":"https://doi.org/10.1177/2212585x241234335","url":null,"abstract":"L2 speaking and listening practice typically involves inauthentic highly scripted learning experiences that are not reflected in real-world contexts. Seminars represent an unscripted authentic learning experience preparing students for future college courses and public discourse. Using an action research design, we developed a listening and speaking assessment instrument for L2 students to be implemented in student-led seminar discussions. The assessment instrument also served as a method of feedforward. Our results indicate an increase in student engagement across the seminar sessions. This was demonstrated by corresponding increases in the number of contributions, number of times students initiated dialogue, and positive listening indicators. Limitations in our assessment instrument were identified but the positive outcomes in increasing student participation and engagement justify further development of this instrument.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"50 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140526147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/2212585x231221824
Wenxuan Gao, David Doncel Abad
This article focuses on how family backgrounds affect the choice to study Hispanic Philology in China. Specifically, our aim is to study the mediating effects of the motivation of choice, and the conditional indirect effect of parental values. The sample comprised 9,60 students at sixteen Liberal Arts Majors departments in twenty-one universities. To reach our goal, we combined four analytical methods, including: Principal Components analysis, Binary Logistic regression, Mediating Effects, and Moderation Effects. The results revealed that student choice was influenced by family backgrounds. Both intrinsic and extrinsic motivation play a partially mediating role, while parental values affect the strength and direction of that relationship as the moderating variable.
{"title":"Family background and the choice of Hispanic Philology among liberal arts students in China","authors":"Wenxuan Gao, David Doncel Abad","doi":"10.1177/2212585x231221824","DOIUrl":"https://doi.org/10.1177/2212585x231221824","url":null,"abstract":"This article focuses on how family backgrounds affect the choice to study Hispanic Philology in China. Specifically, our aim is to study the mediating effects of the motivation of choice, and the conditional indirect effect of parental values. The sample comprised 9,60 students at sixteen Liberal Arts Majors departments in twenty-one universities. To reach our goal, we combined four analytical methods, including: Principal Components analysis, Binary Logistic regression, Mediating Effects, and Moderation Effects. The results revealed that student choice was influenced by family backgrounds. Both intrinsic and extrinsic motivation play a partially mediating role, while parental values affect the strength and direction of that relationship as the moderating variable.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139344794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/2212585x231221825
Jia Lin, David Doncel Abad
The Chinese educational system operates on a chain relationship, where primary education acts as a gateway to better secondary education. This, in turn, increases the likelihood of attending a reputable high school, ultimately leading to a higher probability of gaining admission to a prestigious university. Consequently, primary schools, particularly key schools, represent a significant and influential market at the initial stage of the educational journey. The decision and selection process for a primary school are influenced by three types of capital: cultural capital, economic capital, and social capital. And in order to explore the predominant factors influencing access to a key primary school, this quantitative study has been conducted through questionnaires aimed at 1,082 Chinese students hailing from 21 universities across China. The findings of this study indicate that social capital, cultural capital and economic capital play pivotal roles in predicting access to a key primary school. In this sense, influential variables such as extracurricular activities, purchase housing, mother's education and social relationships have been identified. But it is important to note that both parents do not exert equal influence in this regard, with the mother emerging as the primary determining factor. In essence, the mother wields more influence than the father when it comes to selecting a primary school for their children.
{"title":"“Parentocracy” is “mothercracy”: The mothers as key factor to the access to primary “key schools” in China","authors":"Jia Lin, David Doncel Abad","doi":"10.1177/2212585x231221825","DOIUrl":"https://doi.org/10.1177/2212585x231221825","url":null,"abstract":"The Chinese educational system operates on a chain relationship, where primary education acts as a gateway to better secondary education. This, in turn, increases the likelihood of attending a reputable high school, ultimately leading to a higher probability of gaining admission to a prestigious university. Consequently, primary schools, particularly key schools, represent a significant and influential market at the initial stage of the educational journey. The decision and selection process for a primary school are influenced by three types of capital: cultural capital, economic capital, and social capital. And in order to explore the predominant factors influencing access to a key primary school, this quantitative study has been conducted through questionnaires aimed at 1,082 Chinese students hailing from 21 universities across China. The findings of this study indicate that social capital, cultural capital and economic capital play pivotal roles in predicting access to a key primary school. In this sense, influential variables such as extracurricular activities, purchase housing, mother's education and social relationships have been identified. But it is important to note that both parents do not exert equal influence in this regard, with the mother emerging as the primary determining factor. In essence, the mother wields more influence than the father when it comes to selecting a primary school for their children.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139345681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/2212585x231200906
Yingmei Mao, Qian Wang
To gain a comprehensive understanding of the current status of inclusive education for children with autism in Beijing from the perspectives of parents, a questionnaire-based survey was administered to 202 parents residing in Beijing, whose children have autism. Their experiences with inclusive education, sentiments towards acceptance and support, and preparedness for educational transitions were explored. The results revealed that inclusive education served as the primary educational placement for the majority of children with autism. However, parents perceived a low frequency and efficacy of support extended by mainstream school teachers. Limited acceptance and insufficient professional support continued to pose significant challenges for children with autism in mainstream educational settings. Additionally, there appeared to be a deficiency in the provision of guidance for parents of children with autism concerning educational transitions. It is therefore recommended that efforts be made to enhance the operational mechanism of inclusive education in Beijing and to offer guidance to parents and their children with autism during the process of educational transition.
{"title":"A Research on the Current Status of Inclusive Education for Children With Autism in Beijing: Perspectives From Parents of Children With Autism","authors":"Yingmei Mao, Qian Wang","doi":"10.1177/2212585x231200906","DOIUrl":"https://doi.org/10.1177/2212585x231200906","url":null,"abstract":"To gain a comprehensive understanding of the current status of inclusive education for children with autism in Beijing from the perspectives of parents, a questionnaire-based survey was administered to 202 parents residing in Beijing, whose children have autism. Their experiences with inclusive education, sentiments towards acceptance and support, and preparedness for educational transitions were explored. The results revealed that inclusive education served as the primary educational placement for the majority of children with autism. However, parents perceived a low frequency and efficacy of support extended by mainstream school teachers. Limited acceptance and insufficient professional support continued to pose significant challenges for children with autism in mainstream educational settings. Additionally, there appeared to be a deficiency in the provision of guidance for parents of children with autism concerning educational transitions. It is therefore recommended that efforts be made to enhance the operational mechanism of inclusive education in Beijing and to offer guidance to parents and their children with autism during the process of educational transition.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"2010 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：