An Analysis of the Distribution of Student Financial Aid and Social Justice in China: A Quantitative Approach

Autor/in	Zou, Xiehua
Titel	An Analysis of the Distribution of Student Financial Aid and Social Justice in China: A Quantitative Approach
Quelle	In: International Education Studies, 2 (2009) 1, S.42-57 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Student Financial Aid; Social Justice; Low Income Groups; Access to Education; Demography; Educational Background; Student Experience; Educational Policy; Questionnaires; Data Analysis; Path Analysis; Models; Hypothesis Testing; Gender Differences; Minority Group Students; Scholarships; Geographic Location; Parent Background; Undergraduate Students; Regression (Statistics); Statistical Analysis; China + Suchen Sie Ihr Suchwort? Ausland; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Demografie; Vorbildung; Studienerfahrung; Politics of education; Bildungspolitik; Fragebogen; Auswertung; Pfadanalyse; Analogiemodell; Hypothesenprüfung; Hypothesentest; Geschlechterkonflikt; Scholarship; Stipendium; Elternhaus; Regression; Regressionsanalyse; Statistische Analyse
Abstract	The Chinese government's stated objective of student financial aid (SFA) policy is to help students from low-income families to access higher levels of education. This article first explores the possible associations between the distribution of SFA and students' various demographic and academic backgrounds. Then it presents the findings regarding students' experiences of the current SFA policy, according to the questionnaire data. Based on these findings, a path analysis is used to construct a quantitative model to explain what factors shape the distribution of SFA. This model to some extent, if not fully, explains the patterns of SFA distribution evident from the data; it also provides important implications for further investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01