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THE EDUCATIONAL ASPIRATION OF DIFFERENT ETHNIC GROUPS IN MULTICULTURAL BORDERLINE AREA IN RURAL CHINA

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Abstract

This study explores the relative influence of culture, economics, and demographicson educational aspirations in rural China using school survey data from Yunnan province. The statistical results highlight the importance of cultural over demographic and economic forces. Ethnicity in particular is the most strongly correlated to student’s high school entrance exam score and their choices to go to high school or professional school. The qualitative data further explained the underlining mechanics of how cultural factors influence the students’ academic performance through shaping the academic expectation, giving language skills, and setting default path of success. These findings have important implications for the conceptual understanding and crude distinctions often made between cultural, economic, and demographic variables. Still, it also suggests that clearer attention to cultural variables would improve efforts to boost academic performance and the quantity/quality tradeoff in rural Chinese fertility. 基于在中国云南少数民族边境学校的问卷数据,本研究通过定量与定性混合的研究方法调研了文化,经济,人口特征等因素对中国农村教育的影响。其中, 定量研究数据着重强调了文化对教育的影响。研究中学生的民族背景与学生的 中考成绩和毕业去向表现出非常强的数据关联性。定性研究数据进一步为我们 解释了这种关联性背后的运作机制,体现在不同的民族文化中,学生被赋予了 不同级别的学术期待,不同程度的语言能力,以及不同形式的成功路径。本文 的结果将极大的帮助我们从概念上理解和区分文化,经济,人口特征影响农村 教育的不同方式,强调文化在其中的关键作用,为想要从文化切入,提升中国 农村教育水平的援助与政策提供理论上的支持。

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74 pages

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2022-08

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China; Demography; Education; Ethnic Minority; Mixed Method; Rural Development

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Committee Chair

Eloundou-Enyegue, Parfait M.

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Giroux, Sarah Carissa
Friedman, Eli

Degree Discipline

Development Sociology

Degree Name

M.S., Development Sociology

Degree Level

Master of Science

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Government Document

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Attribution 4.0 International

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dissertation or thesis

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