This study aimed to quantitatively determine the sociocultural adaptation profiles of ethnic minority senior high school students in mainland China. A large-scale questionnaire survey of 1873 Grade 12 students from 31 interior ethnic boarding schools throughout China was conducted. Through exploratory and confirmatory factor analyses, the underlying structure of the sociocultural adaptation questionnaire was uncovered as consisting of three domains and six factors: General adaptation (daily life and school management), academic adaption (learning strategies and learning self-efficacy), and interaction adaptation (interethnic contact and cultural identity). By performing latent class analysis, four distinct sociocultural adaptation profiles of students were distinguished: The well-adapted group (28.0%), the general adaptation group (31.0%), the interaction adaptation group (24.4%), and the maladaptation group (16.6%). The results of chi-squared and variance analyses showed that the sociocultural adaptation profiles of ethnic minority senior high school students were significantly related to sociodemographic variables, such as ethnicity, class organization, hometown location, and family socioeconomic status. These profiles can be used to evaluate changes in ethnic minority students’ sociocultural adaptation and will contribute to the perfection of the ethnic minority boarding school system and the ultimate realization of inclusive and equitable quality education in China.

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To improve the sustainable development of minority education and ensure equitable quality education, this study explored student- and school-related factors linked to the mathematics achievement of minority senior high school students in China. Based on the data obtained from 932 teachers and 1873 students, within 31 interior ethnic boarding schools in 14 provinces of China, multilevel analysis showed that gender, class organization, learning strategies, and learning self-efficacy were significant student-level predictors of mathematics achievement. Students were more likely to score highly if they were boys, were in mixed classes, had more self-efficacy in learning mathematics, and used more effective mathematics learning strategies. At the school level, teachers’ job satisfaction positively predicted students’ mathematics achievement. Additionally, there was a significant interaction between school location and expected class organization in relationship to students’ mathematics achievement. For schools located in the urban center, the effect of class organization on students’ mathematics achievement was greater than schools located in the suburbs. For the sustainable development of minority education, it is necessary to further promote mixed-class teaching, set such schools in the suburbs, and improve teachers’ job satisfaction through multiple measures.

PurposeThe purpose of this paper is to provide an overview of China's contemporary banking regulatory system, with particular focus on regulatory control of foreign banks trading in China. The paper addresses three aspects of Chinese banking regulation: what does China regulate; why does China regulate; and how does China regulate. Much of the discussion is concerned with China's regulatory agencies particularly with the role of the CBRC as the principal regulator in China's banking sector.Design/methodology/approachIn the first instance the paper presents an overview of banking regulatory models gained from a review of theoretical literature in the area. Then through a wide ranging review of Chinese publications, both academic and official, the paper seeks to relate the course of regulatory reform in China, both in terms of compliance with orthodox regulatory theory, and the unique regulatory requirements of the Chinese banking system.FindingsThe paper recognises that China has embraced the need for banking regulation with the establishment of an institutional structure that is responsive to both banking supervision and government policy. Within that structure the role of the CBRC, the pervasive manner in which that agency operates, and the content of its regulatory output have been identified and critically reviewed.Originality/valueIn its review of the modernization of China's banking regulatory system, the paper achieves originality from the author's research into, and critical reflections on Chinese generated literature, both institutional and academic, which is then communicated in a manner that will be understood by readers familiar with Western banking regulatory theory.

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