Stratification in Access to Technical-Professional Higher Education: Higher Education Reform in the People's Republic of China, 1985-90. A Sociological Study.

Autor/inn/en	Seeberg, Vilma; Prange, Norm
Titel	Stratification in Access to Technical-Professional Higher Education: Higher Education Reform in the People's Republic of China, 1985-90. A Sociological Study.
Quelle	(1991), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Admission Criteria; Educational Background; Educational Change; Family Characteristics; Foreign Countries; Higher Education; Rural Urban Differences; School Policy; Sex Bias; Sex Differences; Social Status; Student Recruitment; Vocational Education; China + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Vorbildung; Bildungsreform; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Stadt-Land-Beziehung; Schulpolitik; Sex difference; Geschlechtsunterschied; Sozialer Status; Ausbildung; Berufsbildung
Abstract	A study evaluated the effectiveness of new recruitment and admissions efforts instituted as part of the post-Maoist expansion of technical-professional education in the People's Republic of China. The study attempted to determine the impact of three major types of social inequities on higher education participation, namely: stratification by rural-urban origin; social class; and gender. Using randomly selected samples totaling 268 students in teacher training and agricultural programs in two major universities, data were collected using anonymous questionnaires along with information from interviews with educational officials and policy and trend information. The questionnaire sought data on the educational and family background of students. The major findings were that students from rural areas constituted a large share of enrollees, and that these poorer rural students had gained from overall enrollment efforts but not from new recruitment/placement policies. Also, gender stereotyped expectations continued to affect female enrollment. Economic class and social privilege indicators had a small predictive value of enrollment categories. Included are six tables, appendixes containing one table, a brief documentary history of higher education in China from 1982 to 1990, and end notes and a 29-item bibliography. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC