Gender Inequality in Rural Education and Poverty

Gender inequality in rural education touches upon dual issues of fairness [that is, relating to rural/urban inequalities and gender inequalities], so many scholars, taking different perspectives, have carried out in-depth research on the topic. These scholars mainly start from the fact that there is a high dropout rate among female students. Zheng Anyun and Jin Liandong look at it from a gender perspective and point out three obstacles to the school attendance of girls in poor regions: the phenomenon of gender discrimination hidden within the larger social environment during this period of social transformation, the gender inequalities that exist in family values, and women’s unconscious feelings of inferiority. Gong Jihong, Zhong Zhangbao, Zheng Zhenzhen, and others look at it from the perspective of the family, believing that the structuring of gender relations within the family has a negative influence on rural families’ direct and indirect investment in girls’ education. On the other hand, Ding Yueya believes that the main reason girls discontinue their education lies in the different allocation of educational resources within families. This difference exists mainly in allocating material resources such as educational investment, as well as in the distribution of human resources, such as parents’ expectations for their children’s education and a supportive attitude toward their education. Zoe Oxaal first links the issues