Factors influencing the post-school transitions of Chinese middle school students after the high school entrance examination: an exploration through the lens of capital theory
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i7.2404
Abstract
Zhongkao, the high school entrance examination in China, is a pivotal component of the Chinese education system, which affects students' future paths. The main destinations of Chinese junior high school graduates are secondary education, vocational education, and entering the workforce. This paper examines the factors influencing the post-school transitions of Chinese middle school graduations through Bourdieu's capital theory, including cultural, social, and economic capital. Key factors such as Zhongkao scores, social value, parents' educational expectations, and family economic status all play critical roles in post-school transitions. This analysis aims to provide decision support for optimizing educational resource allocation and promoting educational equity.
Keywords
Zhongkao; post-school transitions; capital theory
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[3] Dufur MJ, Parcel TL, Troutman KP. 2013. Does capital at home matter more than capital at school? Social capital effects on academic achievement. Research in Social Stratification and Mobility, 31:1-21.
[4] Gu J. 2015. Elite education and status attainment from the perspective of cultural capital. Chinese and Foreign Entrepreneurs, 33: 231-233.
[5] Hu G. 2020. The influence of family capital on the graduation direction of rural junior high school students. Journal of Lanzhou Institute of Technology, 27(04): 118-123.
[6] Parcel TL, Dufur MJ. 2001. Capital at home and at school: effects on student achievement. Social Forces, 79(3): 881-911.
[7] Shan Y. 2022. A study of the current situation, characteristics, and influencing factors of post-diversion in county-level secondary education. Master's thesis, Tianjin Vocational Institute.
[8] Wu Y. 2013. Educational stratification system and educational hierarchies in China (1978-2008). Sociological Studies, 28(04): 179-202+245-246.
[9] Xue H, Zhao Y. 2023. Can shadow education also influence educational stratification? Evidence from the longitudinal data of CFPS 2010-2018. Journal of Education, 19(04): 156-170.
[10] Yu J, Wu X. 2020. Educational expectations of parents from impoverished families: social structure and individual agency. Academic Journal of Education, 6: 45-51.
[11] Zhou Y. 2022. Research on the flow of rural junior high school graduates in the context of rural educational revitalization. Master's thesis, Guizhou Minzu University.
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