Literaturnachweis - Detailanzeige
| Autor/in | Lee, MaryJo Benton |
|---|---|
| Titel | How Successful Ethnic Minority Students Construct Identities: Observations from Yunnan Province, PRC. |
| Quelle | (2003), (36 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; College Students; Ethnicity; Family Influence; Foreign Countries; Indigenous Populations; Minority Groups; Overachievement; Rural Youth; Self Actualization; Self Concept; Student Attitudes |
| Abstract | Like other Indigenous populations worldwide, China's ethnic minorities have faced considerable obstacles to acquiring education. At higher levels of education, minority students have far lower enrollment rates and far higher dropout rates than Han majority students. This is particularly true at the point of college admittance, since only 2 percent of all Chinese college-age youth can be enrolled in universities. Nevertheless, some ethnic minority students beat the odds and win college admittance. Primarily rural Yunnan Province has the highest proportion of minority population of any province. Interviews with 32 ethnic minority students who attended Yunnan Normal University focused on how these students constructed identities that led to educational success. In addition, observations were carried out in minority villages, schools, and households to learn about identity construction by minority students. Findings focused on how families helped students succeed in school, students' perceptions of family help and their obligations to repay such help, how students were defined by their family and village, importance of role models and significant others, and how teachers and peers helped students construct achievement-oriented selves. Also discussed are the school system in Yunnan Province; difficulties in recruiting, training, and retaining teachers; financial support for minority education in China; and issues related to the national examination system. Lessons that can be applied to minority education in the United States are pointed out. (Contains 46 references) (SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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