Chinese Education and Society最新文献

{"title":"Chinese Citizen or Global Citizen? Nationalism and Cosmopolitanism at an International School in Beijing","authors":"Natalie A. E. Young","doi":"10.1080/10611932.2023.2251834","DOIUrl":"https://doi.org/10.1080/10611932.2023.2251834","url":null,"abstract":"AbstractInternational education is a popular educational strategy among middle-class and affluent families in China and is pursued at increasingly younger ages. Yet, we do not know the implications of this family strategy for the identities and worldviews of privileged Chinese youth and what this may mean for the future of the Chinese nation-state, given the important role of the middle and affluent classes in the trajectory of a nation. To investigate this question, the current study draws on data collected at two high schools that cater to socioeconomically advantaged Chinese families: an international school in Beijing and a standard curriculum school in neighboring Tianjin. Despite unusually high levels of international travel and contact with non-Chinese groups, students at the international school were markedly similar to their counterparts at the standard curriculum school in identities and worldviews. Overall, findings suggest that families that engage with international education for strategic purposes cultivate mundane and strategic forms of cosmopolitanism in their children, as opposed to moral-ideological cosmopolitanism or a sense of global citizenship. Consequently, this study raises issues with arguments that international education will result in more globally-oriented individuals, and with theories that pit the forces of globalization and cosmopolitanism against the nation-state.Keywords: Globalizationidentitiesinternational educationpatriotic education campaign AcknowledgmentsI thank Emily Hannum and Guobin Yang for valuable feedback on the paper. I would also like to thank Yajie “Robin” Wang and Fengfeng “Dina” Gu, who served as research assistants during data collection. Finally, I am grateful to members of the International Chinese Sociological Association (ICSA) for comments.Disclosure StatementNo potential conflict of interest was reported by the author.Notes1 I define “international education” as 1) students pursuing education overseas (e.g. participating in a study abroad program; attending undergraduate or graduate school in a foreign country); or 2) students attending schools that offer the International Baccalaureate (IB) or teach the curriculum of a country outside of the one in which the school is located.2 It is also possible that the more modest exposure to foreign culture, people, and ideas within an international school in one’s home country will be insufficient for cultivating cosmopolitanism.3 This is a pseudonym.4 Specifically, 90 percent of students indicated that they were “Chinese” (中国人), with just 10 percent of students reporting a different nationality, such as South Korean, Russian, or Canadian. Note that among the students who reported a different nationality was a student who was ethnically Chinese but who was a Canadian citizen (the student was born in Canada to Chinese parents).5 For an in-depth discussion of motivations for enrolling in the school, see Young (Citation2018).6 Note that my assessment ","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134942997","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}

{"title":"The Mediating Effects of Peer Relationship and Self-Esteem on the Relations Between Subjective Socioeconomic Status and Subjective Well-Being for High School Students","authors":"Bing Gao, Jiaxi Wang","doi":"10.1080/10611932.2023.2251842","DOIUrl":"https://doi.org/10.1080/10611932.2023.2251842","url":null,"abstract":"AbstractTo explore senior high school students’ subjective socioeconomic status influence on their subjective well-being, and the role of self-esteem and peer relationships in it, a questionnaire survey was conducted among 394 high school students from the first grade to the third grade in Beijing using the Adolescent Subjective Socioeconomic Status Scale, Self-Esteem Scale, Adolescent Peer Relationship Scale, and Subjective Well-being Scale. The results show that: (1) Subjective socioeconomic status can positively predict subjective well-being; (2) Self-esteem and peer relationship play a completely mediating role in the relationship between subjective socioeconomic status and subjective well-being. Therefore, the improvement of high school students’ subjective well-being can be achieved through the dual path of intervening in students’ self-esteem level and improving their peer relationships.Keywords: Peer relationshipself-esteemsenior high school studentssubjective socioeconomic statussubjective well-being Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBing GaoBing Gao and Jiaxi Wang are affiliated with the School of Education, Minzu University of China, Beijing.Jiaxi WangBing Gao and Jiaxi Wang are affiliated with the School of Education, Minzu University of China, Beijing.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"283 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134943588","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}

{"title":"Private Tutoring Classes and Emotional Well-Being in China: Bidirectional Relationship and the Role of Academic Achievement","authors":"Yutong Hu","doi":"10.1080/10611932.2023.2251848","DOIUrl":"https://doi.org/10.1080/10611932.2023.2251848","url":null,"abstract":"AbstractThe Chinese education system is characterized as highly meritocratic and examination-oriented. Scores in high-stakes public standardized examinations mainly determine upward educational transitions. Private tutoring classes (PTCs) are a typical measure to boost students’ academic achievement. Mental health is also assumed to affect one’s behaviors and educational outcomes, playing a key role in the stratification process. However, few studies discuss (1) the bidirectional relationship between PTC attendance and emotional well-being, and (2) the role of academic achievement in determining PTC attendance and moderating the relationship between the two variables. This study fills these gaps by analyzing the 2013–14 and 2014–15 waves of data from the China Educational Panel Survey. Using a cross-lagged model, the author only finds a positive association between prior emotional well-being and later PTC attendance. Moreover, the positive association between students’ prior academic achievement and their later PTC attendance suggests that PTCs tend to serve higher-performing students. Examining the heterogeneity of the bidirectional relationship in terms of academic achievement, the author finds that only low-achievers follow a similar pattern as shown in the full sample model. This study will enrich the understanding on how mental health together with PTCs attendance contributes to the educational stratification process.Keywords: Academic achievementChinaemotional well-beingshadow education Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 Although there are some other channels for junior high school students to be admitted by senior high school, such as obtaining the certification in a “special talent (artistical or a professional athlete)”, or going to international schooling programs, etc., students choosing the first channel still need to meet the corresponding cut-off scores in the senior high school entrance examination. As the expenditure of international schools is high, the second channel is not always a choice for most of the students and their parents.2 In China’s social context, the elite universities always refer to those in Project 985 and 211 (China Education Center n.d.), having the highest cut-off scores; the cut-off scores for first-tier universities are lower than that of elite universities; the third bracket of universities are second-tier universities; and the junior college is the lowest bracket.3 STATA will not report goodness-of-fit indices except for CD when SEM is adjusted by cluster effect.Additional informationNotes on contributorsYutong HuYutong Hu is a Ph.D. candidate in the Department of Sociology at the Chinese University of Hong Kong.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"18 769 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134943590","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}

{"title":"The Absent Family and the Education among Contemporary Tibetan Students","authors":"Liqin Tong, Yisu Zhou","doi":"10.1080/10611932.2023.2251835","DOIUrl":"https://doi.org/10.1080/10611932.2023.2251835","url":null,"abstract":"AbstractThe deficiency of educational resources is typically held as one of the major impediments to the educational development of Tibetans in China. Even though the Chinese state has committed to supportive policies and providing resources to the region, the academic performance of Tibetan students remains low. The current study examines how students’ family life affects their academic performance in schools. Based on the fieldwork in two Tibetan-serving boarding schools in Northwest China, we found that family absence and family education have a profound impact on Tibetan children’s academic learning. Drawing on the sociology of education literature, we analyzed the tri-factors of family socioeconomic status (SES), family structure, and values. Our analysis revealed that even with an increased level of resource input, family factors contributed to Tibetan students’ disappointing academic achievement. Our analysis suggested that well-intended educational policies cannot entirely substitute for the disadvantages caused by an absent family.Keywords: Family absenceTibetan family educationTibetan family structureTibetan household SESTibetan parentsTibetan students Disclosure StatementNo potential conflict of interest was reported by the authors.Notes1 ECP (Education Consolidation Policy 撤点并校) is a policy designed for rural schools (ethnic or non-ethnic) and has been implemented in China since 2001. The rationale behind ECP is efficiency and quality (Mei et al. Citation2015). Many rural regions in China are sparsely populated, therefore, village schools typically only have a handful of students. The ECP project aimed to consolidate village schools within a certain administrative radius into one school. That school’s facilities are newly built and are typically better resourced. TBP (Two Basics Project 两基) is the abbreviation of universalizing nine-year compulsory education, basically eliminating illiteracy among young and middle-aged adults. Starting in 2004, TBP was primarily established to promote the development of education in the western region of China, thus improving the quality of life, and narrowing the educational gap between the east and the west of China. PDECE (Prevent Dropout and Ensure Compulsory Education 控辍保学) is a policy issued by the State Council of China in 2017. The purpose of PDECE is to prevent and control the number of student dropouts in the stage of compulsory education, to ensure that the consolidation rate of nine-year compulsory education will reach 95% by 2020, and ensure that school-age children receive compulsory education according to the law. TEOS (Two Exemptions and One Subsidy 两免一补) is one of China’s educational assistance policies to promote the balanced development of compulsory education, which was implemented in 2001. It refers to a subsidy policy in which the state provides free textbooks, exempts miscellaneous fees, and subsidizes certain living expenses to boarding students from poor families at the stage ","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134943589","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}

{"title":"Family and Education across Social Contexts in China","authors":"Wensong Shen","doi":"10.1080/10611932.2023.2251832","DOIUrl":"https://doi.org/10.1080/10611932.2023.2251832","url":null,"abstract":"Family serves as the first school for children, with parents acting as their first teachers. The interconnection between family and education has long been a classic topic in educational research. Family plays an indispensable role in shaping a child’s education. It provides essential resources such as human capital, economic capital, social capital, and cultural capital (Bourdieu 1986; Coleman 1988; Shen and Hannum 2021, 2023). Parenting styles, such as concerted parenting versus natural growth (Lareau 2011), also have enduring effects on a child’s educational outcomes. Recognizing that education is a collaborative effort between the family and the school, it is evident that parental involvement significantly influences a child’s educational journey. This involvement, encompassing both home and school, is influenced not only by parents’ educational levels (Green et al. 2007) but also by various family circumstances, including work conditions and family size (Hornby and Lafaele 2011). From these perspectives, the significance of the family in education cannot be overstated. Ever since the Coleman Report (Coleman et al. 1966), family has been regarded as a pivotal factor in shaping a child’s education, potentially outweighing the influence of the school. With the widening wealth inequality (Piketty 2015) and the global expansion of education, advantaged families continue to maintain their advantages in their children’s education over disadvantaged families (Raftery and Hout 1993; Lucas 2001). In the midst of the COVID-19 pandemic, the role of family in education has become even more critical as schools have closed and children are compelled to study from home. Therefore, despite the extensive literature exploring the relationship between family and children’s education, it remains essential to revisit this connection, particularly in an era marked by rapid global changes. In this special issue, we concentrate on the nexus of family and education in China. In this discussion of education, family is not isolated but embedded in and influenced by the surrounding community and society (e.g., Shen, Hu, and Hannum 2017); education is not merely about test scores but also about children’s values, views, and mental well-being (e.g., Watt 2003; Shen 2022). These broad topics are all discussed in this special issue, which comprises five articles. The first article authored by Natalie Young delves into the realm of international education in China. With the rapid development of China’s economy, an increasing number of families, especially those wealthy families, are opting for international education for their children. Natalie Young’s article examines the impact of international education on students’ identities and worldviews. Drawing on data collected from two high schools in Beijing and Tianjin, the study reveals that students in international schools","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"236 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134943586","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}

{"title":"Parental Investment on a Socioeconomic Basis: A Comparative Study of Southeast China and Taiwan","authors":"Xi Chen, Li-Chung Hu","doi":"10.1080/10611932.2023.2251838","DOIUrl":"https://doi.org/10.1080/10611932.2023.2251838","url":null,"abstract":"AbstractDifferences in socioeconomic status have long been one of the major contributing factors to household educational investment, which is also a key concern in related research. Utilizing Panel Study of Family Dynamics (PSFD) datasets from 2003 to 2004, in this study we examine family investment in children’s education in southeast China and Taiwan, two core economic players in east Asia, with mainland China presenting much more social inequality than Taiwan, based on Gini coefficient measures. Our findings reveal that the different levels of parental investment in education are consistent with socioeconomic disparities, which vary significantly both quantitatively and qualitatively among mainland Chinese families from diverse social class backgrounds, but this gap appears to be narrowing among households in Taiwan. Parents’ level of education and income, deemed as the main class-based indicators, continue to be the determining factors in how families obtain and construct educational access, resources and opportunities for their offspring.Keywords: Educational inequalitymainland Chinaparental investmentsocioeconomic statusTaiwan NotesAcknowledgmentThe authors gratefully acknowledge the financial support from the Ministry of Science and Technology, Taiwan.Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 Please see http://psfd.sinica.edu.tw2 All the spending and income in Taiwan sample are converted to China Yuan (CNY) based on 2004 currency exchange rate.3 The deviance and Pearson goodness-of-fit tests are insignificant, thus instead of using negative binomial model, we performed Poisson regression.Additional informationFundingThis work was supported by Ministry of Science and Technology, Taiwan [MOST 111-2410-H-004-113-MY2].Notes on contributorsXi ChenXi Chen is a graduate student in the Department of Sociology at National Chengchi University.Li-Chung HuLi-Chung Hu is an associate professor in the Department of Sociology at National Chengchi University.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134943587","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}

{"title":"The Key Theories of Xi Jinping’s Important Accounts of Forging a Sense of Community for the Chinese Nation","authors":"Lipeng Chen, Ying Wang","doi":"10.1080/10611932.2023.2235947","DOIUrl":"https://doi.org/10.1080/10611932.2023.2235947","url":null,"abstract":"Abstract Forging a sense of community for the Chinese nation is an important innovative thesis put forward by General Secretary Xi Jinping. It is a continuation, development, and innovation of Marxist ethnic theory with rich, deep content. Systematically looking at the key theories of General Secretary Xi Jinping’s important accounts of forging a sense of community for the Chinese nation with regards to the background of the era, the significance of their status, the characteristics of their content, and their practical requirements and deeply studying and understanding their spiritual nature and practical requirements can promote the high-quality development of ethnic affairs work in the new era and unite the people of all ethnicities in commonly striving to realize the Chinese Dream of the great rejuvenation of the Chinese nation.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"20 1","pages":"7 - 24"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87206059","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}

{"title":"The Scientific Connotations of Education for Forging a Sense of Community for the Chinese Nation","authors":"Jian Wang, Y. Liu","doi":"10.1080/10611932.2023.2235949","DOIUrl":"https://doi.org/10.1080/10611932.2023.2235949","url":null,"abstract":"Abstract Forging a sense of community for the Chinese nation is the main line of ethnic affairs in the new era, and also a hot topic of research in theories about the Chinese nation today. The scientific connotations of education about forging a sense of community for the Chinese nation includes three aspects: conceptual content, theoretical content, and practical content. The core of the conceptual content lies in forging the conscious sense of community for the Chinese nation, to internalize the concept of national unity. The theoretical content includes the theory of ethnic affairs with Chinese characteristics in the new era and the theory of modernization of national governance. This focuses on the “discursive consciousness” of forging a sense of community for the Chinese nation to give national unity a sound basis. The practical content of forging a sense of community for the Chinese nation includes using education about national unity, national unification, and national rejuvenation to forge a sense of a united community for the Chinese nation, to make the ideal of national unity apparent in action. Only with a comprehensive and in-depth understanding of the scientific content of education about the sense of community for the Chinese nation can we effectively implement the ideal of the community of the Chinese nation “that shares good or ill, that shares honour or disgrace, that shares life or death, and that shares a common destiny.”","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"110 1","pages":"25 - 43"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80792245","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}

{"title":"Pathways for Forging a Sense of Community for the Chinese Nation in Primary and Secondary School Education","authors":"Tongkai Yuan, Chaoliang Feng","doi":"10.1080/10611932.2023.2235952","DOIUrl":"https://doi.org/10.1080/10611932.2023.2235952","url":null,"abstract":"Abstract Primary and secondary school education holds dual implications in forging a sense of community for the Chinese nation. Primary and secondary school education is not only the main battlefield for the normalization of education for identification with the community of the Chinese nation, but also an important field for promoting interactions, exchanges and intermingling between ethnic groups. This means that creating mechanisms for the normalization of promotional education for forging a sense of community for the Chinese nation within educational practices at primary and secondary schools is particularly important. Therefore, models for primary and secondary school education should be continuously restructured and improved by perfecting work for moral education, restructuring education and teaching systems, building mutually embedded educational fields, applying innovative educational thinking, and other pathways, to better adapt to the requirements for cultivating a sense of community for the Chinese nation among primary and secondary school students in the new era, and cause school education to become an important promotional force for the construction of the community of the Chinese nation.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"53 1","pages":"44 - 59"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84028409","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}

{"title":"Forging a Sense of Community for the Chinese Nation and Building Progressive Education Curricula for School Ethnic Unity","authors":"Ming-Mei Wan, Jie Wang","doi":"10.1080/10611932.2023.2235982","DOIUrl":"https://doi.org/10.1080/10611932.2023.2235982","url":null,"abstract":"Abstract The cause of ethnic unity progress is a foundational cause for forging a sense of community for the Chinese Nation, and progressive education for school ethnic unity is an important, integral part of the cause of ethnic unity progress. Progressive education curricula for school ethnic unity are school curricula explicitly stipulated by the state. It is an important, integral part of the system of school thought and politics curricula and a completely new curriculum form. Progressive education curricula for school ethnic unity plays a critical, important role in firmly establishing the correct view of the motherland, ethnicity, culture, and history for students of all ethnicities and is also a basic path and vehicle for building a common spiritual home for all ethnicities and firmly molding a consciousness of the community of the Chinese nation. There is a solid theoretical foundation, rich practical explorations, and real need for building progressive education curricula for school ethnic unity. Properly building a system of progressive education curricula for school ethnic unity with Chinese characteristics is an important responsibility for education workers in the new era.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"34 1","pages":"60 - 78"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88364959","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}