Explaining persistent disparities in educational achievement: A comparative study of Yi minority and Han majority in China
Wang, Lijuan; Lehtomäki, Elina (2023-12-11)
Taylor & Francis
11.12.2023
Lijuan Wang & Elina Lehtomaki (2024) Explaining persistent disparities in educational achievement: a comparative study of Yi minority and Han majority in China, Educational Research and Evaluation, 29:1-2, 27-49, DOI: 10.1080/13803611.2023.2292170
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© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent
https://creativecommons.org/licenses/by/4.0/
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202402151805
https://urn.fi/URN:NBN:fi:oulu-202402151805
Tiivistelmä
Abstract
This study proposes a patterned explanation for the unequal educational achievement between Yi and Han students in China. Family backgrounds, school settings, educational expectations and aspirations are examined when investigating ethnic gaps in educational achievement. Evidence suggests significant impact of family backgrounds in shaping educational gaps, especially for the Han group. When intersecting with educational expectations, family backgrounds are more restrictive in Han students’ formation of expectations. Comparatively, educational aspirations are less restricted by family backgrounds and are strong factors in affecting Yi students’ achievement. Moreover, educational aspirations have a stronger effect on both Han and Yi students’ achievement compared to educational expectations. However, school settings when intersecting with family backgrounds are significant only in Yi students’ achievement. These findings contribute to international debates on the importance of family backgrounds, educational expectations and aspirations, and provide hints to better explain the persistent ethnic gaps in educational achievement in China.
This study proposes a patterned explanation for the unequal educational achievement between Yi and Han students in China. Family backgrounds, school settings, educational expectations and aspirations are examined when investigating ethnic gaps in educational achievement. Evidence suggests significant impact of family backgrounds in shaping educational gaps, especially for the Han group. When intersecting with educational expectations, family backgrounds are more restrictive in Han students’ formation of expectations. Comparatively, educational aspirations are less restricted by family backgrounds and are strong factors in affecting Yi students’ achievement. Moreover, educational aspirations have a stronger effect on both Han and Yi students’ achievement compared to educational expectations. However, school settings when intersecting with family backgrounds are significant only in Yi students’ achievement. These findings contribute to international debates on the importance of family backgrounds, educational expectations and aspirations, and provide hints to better explain the persistent ethnic gaps in educational achievement in China.
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