The Tibet and Xinjiang<i>Neidi</i>Classes: The Aims, Strategies, and Difficulties of Educating a New Generation of Ethnic Minority Students

Grose, Timothy

doi:10.2753/ced1061-1932430300

Cited by 8 publications

(5 citation statements)

References 3 publications

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“…In recent years, related studies of interior ethnic boarding schooling have attracted an increasing amount of attention from Chinese and international scholars. The background, aims, history, operating mechanism, and social effects of these special schools have been explored [7][8][9][10][11][12][13][14][15]46]. From the frontier to the interior, ethnic minority students have to face the huge cultural differences that characterize the strong cross-cultural education nature of interior ethnic boarding schooling with; so, the sociocultural adaptation of these students has become a research hot spot [47][48][49][50][51][52].…”

Section: Studies On the Sociocultural Adaptation Of Ethnic Minority Smentioning

confidence: 99%

“…Most ethnic minorities live in Chinese underdeveloped border areas where the economic conditions and educational foundation lag far behind the interior contemporary societies. In order to narrow the educational gap between ethnic minority areas and interior developed areas and to allow ethnic minority students in border agricultural and pastoral areas to enjoy quality education resources, since 1985, the Chinese government has funded minority middle and high school students from communities in Tibet to study at interior ethnic boarding schools thousands of kilometers away [7][8][9][10][11]. Modeled closely after this program, minority high school students from Xinjiang have also been funded to study at such boarding schools since 2000 [12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

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Sociocultural Adaptation Profiles of Ethnic Minority Senior High School Students in Mainland China: A Latent Class Analysis

Wei

Huang

2019

Sustainability

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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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Section: Studies On the Sociocultural Adaptation Of Ethnic Minority Smentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Sociocultural Adaptation Profiles of Ethnic Minority Senior High School Students in Mainland China: A Latent Class Analysis

Wei

Huang

2019

Sustainability

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“…It has been 17 years since the MOE established this government-funded boarding school program. Hinterland boarding schools have become an integral piece of the Chinese government's attempt to educate its western minorities (Grose, 2010a). Substantial research has been devoted to examining this policy (Chen, 2008(Chen, , 2010(Chen, , 2014Chen & Postiglione, 2009;Grose, 2010b;Tao & Yang, 2010;Yan & Song, 2010).…”

Section: Discussionmentioning

confidence: 99%

Becoming familiar strangers: an exploration of inland boarding school education on cultural wellbeing of minority students from Xinjiang province

Su¹,

Harrison²,

Moloney³

2018

AIJRE

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The Inland Xinjiang Senior Secondary School Class Policy (Neidi Xinjiang Gaozhongban Zhengce, hereafter the Xinjiang Class Policy) was executed by Chinaâ€™s Ministry of Education (MOE) in September 2000.Â It allows and funds middle school-aged students, mostly ethnic minorities from southern Xinjiangâ€™s impoverished rural and nomadic regions to attend boarding schools in predominately Han-populated cities located throughout eastern China. The purpose of this policy is to improve ethnic minority studentsâ€™ political, economic and cultural status and to promote ethnic unity and Chinese nationalism. A systematic review of the literature is conducted in order to identify the research relevant to the execution of Inland Xinjiang Senior Secondary School Class Policy. Using Michel Foucaultâ€™s concept of normalisation, the paper examines how the goals of this Policy are accomplished through the provision of boarding school education. It suggests that while students are resisting integration through their attempts to maintain ethnic identity, better educational achievements and increased employment opportunities are nevertheless positioning minority students as ethnic elites in Xinjiang.While previous research has focused largely on the experiences of minority students in boarding schools, the systematic review applied here finds that research exploring the cultural significance for parents whose children leave home to study in far-away places is extremely limited. This limitation thus constitutes the future focus of this research study.

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“…For example, consolidation may imply a shift in language of instruction for some minority youth. Rehamo and Harrell (2018) conducted fieldwork on bilingual education models in use in the Liangshan Yi Autonomous Prefecture in Sichuan Province in 2016, including "first model" schools using minority language of instruction and "second model" schools offering 13 Separate from boarding associated with the left-behind children phenomenon (留守儿童) and school consolidation, there have been "dislocated" boarding schools (內地班) for minority students from Xinjiang and Tibet in inland China for many years (Chen 2008(Chen , 2013Grose 2010;Leibold 2019;Postiglione 2008;Postiglione and Li 2021;Zhu 2007). These schools are sometimes referred to as "inland" or "hinterland" schools or classes, or Xinjiang or Tibet classes.…”

Section: Consolidation and Ethnic Disparities In Educationmentioning

confidence: 99%

Fewer, better pathways for all? Intersectional impacts of rural school consolidation in China’s minority regions

Hannum

Wang

2022

World Development

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The Tibet and XinjiangNeidiClasses: The Aims, Strategies, and Difficulties of Educating a New Generation of Ethnic Minority Students

Cited by 8 publications

References 3 publications

Sociocultural Adaptation Profiles of Ethnic Minority Senior High School Students in Mainland China: A Latent Class Analysis

Sociocultural Adaptation Profiles of Ethnic Minority Senior High School Students in Mainland China: A Latent Class Analysis

Becoming familiar strangers: an exploration of inland boarding school education on cultural wellbeing of minority students from Xinjiang province

Fewer, better pathways for all? Intersectional impacts of rural school consolidation in China’s minority regions

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