Educational Stratification in Urban China: 1949-94

Do Mothers in Rural China Practice Gender Equality in Educational Aspirations for Their Children?

“…Studies of girls' disadvantage in basic education show that there were rapid improvements during the Cultural Revolution period, that such progress slowed in the early years of market transition, and that it subsequently resumed (Hannum and Xie 1994;Zhou et al 1998). China has now reached almost universal elementary school enrollment, and the gender gap at the secondary level is very small.…”

Did send-down experience benefit youth? A reevaluation of the social consequences of forced urban–rural migration during China’s Cultural Revolution

“…The traumatic impact of this period was evidenced by the disruption of social stability, the breakdown of social norms, economic stagnation, unnecessary deaths due to violence and persecution, physical and emotional suffering throughout certain segments of the Chinese population, and lost life opportunities for a whole generation of youth who grew up during the period (Chen 1999;Chen and Cheng 1999;Davis 1992;Heng and Shapiro 1986;Hung and Chiu 2003;Pye 1986;Walder and Su 2003;Zhou, Moen and Tuma 1998). The impact of the Cultural Revolution on the later lives of individuals who endured it was highly variable.…”

Rebalancing and Sustaining Growth in China

“…Sato and Li's (2008) analysis of the impact of family origin on educational attainment in rural China essentially echoes those of Meng and Gregory (2002) and Zhou et al (1998), by showing that class-based discrimination during the Cultural Revolution did not last long enough to have a permanent effect on educational attainment across generations; instead, those higher up the social strata have continued to 'out-educate' those below them. A recent string of papers indicates that shortcomings in China's rural education system from early childhood onwards seriously impinge on the educational opportunities for rural and migrant children, which in turn impacts on their ultimate levels of educational attainment (Luo et al 2011;Teng 2005;Wang et al 2010).…”