Shadow Education and Inequality in Lower Secondary Schooling in Cambodia: Understanding the Dynamics of Private Tutoring Participation and Provision

Marshall, Jeffery H.; Fukao, Tsuyoshi

doi:10.1086/701064

Cited by 36 publications

(11 citation statements)

References 16 publications

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“…Such tutoring is widely called shadow education because it mimics changes in the form and content of mainstream schooling (Aurini, Davies, & Dierkes, 2013;Bray, 1999Bray, , 2009. The literature has provided evidence on socio-economic patterns of participation in tutoring and shows that-in countries as different as Cambodia, Egypt and France-parents with higher household incomes and levels of education, invest in more and better tutoring (Hartmann, 2013;Marshall & Fukao, 2019;Oller & Glasman, 2013). The obvious underlying factor is that richer parents can more easily handle the costs; and race and associated cultural factors are also shown to be important.…”

Section: Introductionmentioning

confidence: 99%

Shadow education in the service of tiger parenting: Strategies used by middle‐class families in China

Zhang

2020

Euro J of Education

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Parents in many cultures invest significant proportions of household incomes in the so-called shadow education system of private supplementary tutoring. Parts of the literature attribute intensive tutoring to East Asian cultural traditions and to so-called tiger parenting. Based on a mixed-methods study in Shanghai, this article examines tiger parenting through a socio-economic lens to show the roles of shadow education in achieving parental goals. The study shows that

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Section: Introductionmentioning

confidence: 99%

Shadow education in the service of tiger parenting: Strategies used by middle‐class families in China

Zhang

2020

Euro J of Education

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“…Education has an effect on income (Psacharopoulos & Patrinos, 2004 ); (Gregorio & Lee, 2002 ), and higher education leads to higher incomes, and education is the most powerful tool to reduce income inequality (Stephens, Markus, & Fryberg, 2012 ); (Abdullah, Doucouliagos, & Manning, 2015 ); (Stephens, Markus, & Fryberg, 2012 ). Thus, there is a significant link between education and inequality (Marshall & Fukao, 2019 ). Through the universalization of higher education, each country strives to promote quality of life and social justice, minimizing socio-cultural differences (Kothari, 1996 ).…”

Section: Resultsmentioning

confidence: 99%

Higher Education and Its Role for National Development. A Research Agenda with Bibliometric Analysis

Trinh

2023

Interchange

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The primary goal of this study was to evaluate the literature on the function of higher education and extract significant insights using the VosViewer and Citespaces tools. The findings reveal that higher education is a substantial worry for scientists, particularly in 2015–2019. Furthermore, research indicates a significant body of knowledge on the function of higher education in national development related to human resources, economic growth, and other social issues. Finally, the research suggests strategies for promoting higher education’s involvement in meeting the demands of the Fourth Industrial Revolution.

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“…In particular, most teachers offer private tutoring classes to their students. These classes are considered necessary for the completion of the school curriculum; yet only a share of student can afford them resulting in increasing inequality (Bray et al, 2019;Marshall and Fukao, 2019). 4 We conducted surveys with 200 students and focus group discussions with 32 students in grade 8 and held interviews with teachers, parents, and education experts.…”

Section: Education In Cambodiamentioning

confidence: 99%

Occupational aspirations and investments in education: Experimental evidence from Cambodia

Gehrke¹,

Lenel²,

Schupp³

2022

Preprint

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We analyze whether an interest exploration tool, combined with information about potential careers, paths to higher education and ?financing options can provide guidance to students in rural Cambodia, help them develop long-term career goals and thereby motivate them to continue with school. We target the intervention to adolescents in grade 9, who are about to decide whether to enroll in high school. The intervention was conducted just before schools were closedfor a period of six months due to COVID-19. We use survey data, as well as individual-level administrative data obtained from treatment and control schools to track educational decisions during and after school closure. Our fi?ndings suggest that the intervention if at all reduced educational investments. We fi?nd these effects are driven by low-performing students. Students that ranked in the lower half of their class prior to the intervention are less likely to study during school closure, perform worse in the ?final exam and are less likely to transition to high school. Studying potential underlying mechanisms, our analyses suggest that our intervention made low-performing students aware of alternative career paths and more realistic in their expectations.

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Shadow Education and Inequality in Lower Secondary Schooling in Cambodia: Understanding the Dynamics of Private Tutoring Participation and Provision

Cited by 36 publications

References 16 publications

Shadow education in the service of tiger parenting: Strategies used by middle‐class families in China

Shadow education in the service of tiger parenting: Strategies used by middle‐class families in China

Higher Education and Its Role for National Development. A Research Agenda with Bibliometric Analysis

Occupational aspirations and investments in education: Experimental evidence from Cambodia

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