Exploring Intersectionality Inequalities in Junior Secondary Schools in Guangdong Province, China: Causes and Analysis of the Achievement Gap
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v5i4.2662
Abstract
This study explores the cross-inequality in junior middle schools in China and Guangdong Province, paying special attention to the causes and analysis of the academic achievement gap. Through the discussion of the theory of socio-demographic differences and intersection, this paper reveals the complex influence of multiple social identities such as socio-economic status, gender and race on students' educational experience and academic performance. It is found that the uneven distribution of educational resources in different schools in Guangdong Province and the socio-economic background of parents have significantly affected students' academic achievements. In addition, this paper also discusses the possibility of promoting educational equity through educational policy intervention, such as resource allocation, teacher training and curriculum reform. This paper aims to provide a new perspective for reducing the inequality in the education system, and suggests further research to understand and solve these complex educational inequalities more comprehensively
Keywords
Guangdong junior middle schools, academic achievement gap, cross-inequality, educational equity and socio-demographic differences
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[7] Collins, Patricia H. (1990/2009). Black feminist thought: knowledge, consciousness, and the politics of empowerment. New York: Routledge.
[8] Collins, P. H., & Bilge, S. (2016). Intersectionality (s. 11–31). Polity Press.
[9] Crenshaw, Kimberle (1989). “Demarginalizing the intersection of race and sex: a Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics.” University of Chicago Legal Forum, 1(8): 139-167.
[10] Fleming, D. J., Lavertu, S., & Crawford, W. (2018). High School Options and Post-Secondary Student Success: The Catholic School Advantage. Journal of Catholic Education, 21(2). https://doi.org/10.15365/joce.2102012018
[11] Fuling, B., & Wang, S. (2008). PROBLEM, INNOVATION AND DEVELOPMENT OF GIS HIGHER EDUCATION IN OUR COUNTRY. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=b5b92bee5dd8528ff301872fe94429dbf98658c6
[12] Graven, M. H. (2013). Poverty, inequality and mathematics performance: the case of South Africa’s post-apartheid context. ZDM, 46(7), 1039–1049. https://doi.org/10.1007/s11858-013-0566-7
[13] Green, Mark A., Clare R. Evans, and S.V. Subramanian (2017). “Can intersectionality theory enrich population health research?” Social Science and Medicine, 178: 214-216.
[14] Guangdong Chengkao enrollment network writing. (2022, 8. august). 2022 Guangdong Top Secondary Schools Ranking - The latest ranking of high Schools in Guangdong by 2022. Guangdong Chengkao enrollment network. https://www.hunnu-edu.com/4353.html
[15] Homan, Patricia, Tyson H. Brown, and Brittany King (2021). “Structural intersectionality as a new direction for health disparities research.” Journal of Health and Social Behavior¸ 62(3): 350-370.
[16] Idris, F., Hassan, Z., Ya’acob, A., Gill, S. K., & Awal, N. A. M. (2012). The Role of Education in Shaping Youth’s National Identity. Procedia - Social and Behavioral Sciences, 59(59), 443–450. https://doi.org/10.1016/j.sbspro.2012.09.299
[17] Jones, Kelvyn, Ron Johnston, and David Manley (2016). “Uncovering interactions in multivariate contingency tables: a multi-level modelling exploratory approach.” Methodological Innovations, 9: 1-7.
[18] Kariya, T. (2011). Japanese solutions to the equity and efficiency dilemma? Secondary schools, inequity and the arrival of “universal” higher education. Oxford Review of Education, 37(2), 241–266. https://doi.org/10.1080/03054985.2011.559388
[19] Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
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