This article reviews research on the coevolution of educational expansion and educational inequal... more This article reviews research on the coevolution of educational expansion and educational inequality within China, Japan, South Korea, and Taiwan in the post–World War II period. These societies are often lauded for their spectacular economic growth, widespread commitment to investing in education, and intense competition for academic success. This review first considers organizational sorting and horizontal stratification within the educational system, followed by returns to education in the labor market and then the inequality of educational opportunity, with special attention to the nominal versus positional approaches to measuring education. This combination of regional focus and substantive diversity offers the leverage of an approximately matched comparison. The findings demonstrate that there are significant heterogeneities in the coevolution of educational expansion and inequality among these societies with strong cultural and political ties. The findings also suggest comple...
Difficulty in striking a balance between social and economic goals is a policy dilemma common to ... more Difficulty in striking a balance between social and economic goals is a policy dilemma common to developing nations. The conflict has been particularly acute among socialist nations such as the People's Republic of China (PRC) that must balance the need for economic development against an inherent political agenda of reducing class inequities. Since the establishment of the People's Republic in 1949, the Chinese government has sought to construct an education policy agenda that promotes economic prosperity while ...
Two theoretical perspectives have dominated debates about the impact of development on gender str... more Two theoretical perspectives have dominated debates about the impact of development on gender stratification: modernization theory, which argues that gender inequalities decline with economic growth, and the “women in development” perspective, which argues that development may initially widen gender gaps. Analyzing cross-sectional surveys and time-series data from China, this article indicates the relevance of both perspectives: while girls’ educational opportunities were clearly more responsive than boys’ to better household economic circumstances, the era of market transition in the late 1970s and early 1980s failed to accelerate and, in fact, may have temporarily slowed progress toward gender equity.
As is widely recognized, China's Transition to a market economy since me eariy 1... more As is widely recognized, China's Transition to a market economy since me eariy 1980s has brought remarkable growth in per capila income and reductions in poverty. Despite these favorable developments, many of China's youth who live in poor rural areas contìnue to experience problems associated with poverty; basic health concerni and barriers to education persist.-Regarding health, for eiampk. whereas child malnutrition declined in rural areas in the late 1980s and eaiiy 1990s, physical stunting remains common in some poor ...
▪ This review examines research on education and inequality in developing regions. In tracing t... more ▪ This review examines research on education and inequality in developing regions. In tracing the progress of this field of inquiry, it focuses on empirical studies of educational inequality in four broad areas: macro-structural forces shaping education and stratification; the relationship between family background and educational outcomes; school effects; and education's impact on economic and social mobility. It assesses the contributions of research in Africa, Asia, and Latin America to the general study of education and social stratification and the theoretical leverage gained from examining stratification processes in developing regions of the world. Finally, the review discusses recent developments that hold promise for addressing the knowledge gaps that remain; these include utilizing relatively new data sources and methods in comparative, cross-national studies and greater collaboration between researchers who study strikingly similar questions but remain segregated due to their focus on either industrialized or developing societies.
Perspectivas Revista Trimestral De Educacion Comparada, 1999
Información del artículo Pobreza y enseñanza básica en China: cuestiones de equidad en el decenio... more Información del artículo Pobreza y enseñanza básica en China: cuestiones de equidad en el decenio de 1990.
Two theoretical perspectives have dominated debates about the impact of development on gender str... more Two theoretical perspectives have dominated debates about the impact of development on gender stratification: modernization theory, which argues that gender inequalities decline with economic growth, and the “women in development” perspective, which argues that development may initially widen gender gaps. Analyzing cross-sectional surveys and time-series data from China, this article indicates the relevance of both perspectives: while girls’ educational opportunities were clearly more responsive than boys’ to better household economic circumstances, the era of market transition in the late 1970s and early 1980s failed to accelerate and, in fact, may have temporarily slowed progress toward gender equity.
This report seeks to provide a portrait of schools serving rural communities in northwest China, ... more This report seeks to provide a portrait of schools serving rural communities in northwest China, and to shed light on factors that encourage and discourage school persistence among children in this region. To achieve these goals, we analyze a survey of rural children and their families, schools, and teachers in Gansu province. The project interviewed children in the year 2000, when children were 9 to 12 years old, and again four years later.In part one of the paper, we provide a descriptive overview of the material, human, and cultural resources available in sampled primary and middle schools. Where possible, we note changes between 2000 and 2004. We describe the following types of resources: (1) basic facilities; (2) financial arrangements; (3) teachers, including their background, qualifications, working lives, professional development activities, satisfaction with work, and attitudes about school management and culture; and (4) classroom environments, as reported by teachers and ...
This article reviews research on the coevolution of educational expansion and educational inequal... more This article reviews research on the coevolution of educational expansion and educational inequality within China, Japan, South Korea, and Taiwan in the post–World War II period. These societies are often lauded for their spectacular economic growth, widespread commitment to investing in education, and intense competition for academic success. This review first considers organizational sorting and horizontal stratification within the educational system, followed by returns to education in the labor market and then the inequality of educational opportunity, with special attention to the nominal versus positional approaches to measuring education. This combination of regional focus and substantive diversity offers the leverage of an approximately matched comparison. The findings demonstrate that there are significant heterogeneities in the coevolution of educational expansion and inequality among these societies with strong cultural and political ties. The findings also suggest comple...
Difficulty in striking a balance between social and economic goals is a policy dilemma common to ... more Difficulty in striking a balance between social and economic goals is a policy dilemma common to developing nations. The conflict has been particularly acute among socialist nations such as the People's Republic of China (PRC) that must balance the need for economic development against an inherent political agenda of reducing class inequities. Since the establishment of the People's Republic in 1949, the Chinese government has sought to construct an education policy agenda that promotes economic prosperity while ...
Two theoretical perspectives have dominated debates about the impact of development on gender str... more Two theoretical perspectives have dominated debates about the impact of development on gender stratification: modernization theory, which argues that gender inequalities decline with economic growth, and the “women in development” perspective, which argues that development may initially widen gender gaps. Analyzing cross-sectional surveys and time-series data from China, this article indicates the relevance of both perspectives: while girls’ educational opportunities were clearly more responsive than boys’ to better household economic circumstances, the era of market transition in the late 1970s and early 1980s failed to accelerate and, in fact, may have temporarily slowed progress toward gender equity.
As is widely recognized, China's Transition to a market economy since me eariy 1... more As is widely recognized, China's Transition to a market economy since me eariy 1980s has brought remarkable growth in per capila income and reductions in poverty. Despite these favorable developments, many of China's youth who live in poor rural areas contìnue to experience problems associated with poverty; basic health concerni and barriers to education persist.-Regarding health, for eiampk. whereas child malnutrition declined in rural areas in the late 1980s and eaiiy 1990s, physical stunting remains common in some poor ...
▪ This review examines research on education and inequality in developing regions. In tracing t... more ▪ This review examines research on education and inequality in developing regions. In tracing the progress of this field of inquiry, it focuses on empirical studies of educational inequality in four broad areas: macro-structural forces shaping education and stratification; the relationship between family background and educational outcomes; school effects; and education's impact on economic and social mobility. It assesses the contributions of research in Africa, Asia, and Latin America to the general study of education and social stratification and the theoretical leverage gained from examining stratification processes in developing regions of the world. Finally, the review discusses recent developments that hold promise for addressing the knowledge gaps that remain; these include utilizing relatively new data sources and methods in comparative, cross-national studies and greater collaboration between researchers who study strikingly similar questions but remain segregated due to their focus on either industrialized or developing societies.
Perspectivas Revista Trimestral De Educacion Comparada, 1999
Información del artículo Pobreza y enseñanza básica en China: cuestiones de equidad en el decenio... more Información del artículo Pobreza y enseñanza básica en China: cuestiones de equidad en el decenio de 1990.
Two theoretical perspectives have dominated debates about the impact of development on gender str... more Two theoretical perspectives have dominated debates about the impact of development on gender stratification: modernization theory, which argues that gender inequalities decline with economic growth, and the “women in development” perspective, which argues that development may initially widen gender gaps. Analyzing cross-sectional surveys and time-series data from China, this article indicates the relevance of both perspectives: while girls’ educational opportunities were clearly more responsive than boys’ to better household economic circumstances, the era of market transition in the late 1970s and early 1980s failed to accelerate and, in fact, may have temporarily slowed progress toward gender equity.
This report seeks to provide a portrait of schools serving rural communities in northwest China, ... more This report seeks to provide a portrait of schools serving rural communities in northwest China, and to shed light on factors that encourage and discourage school persistence among children in this region. To achieve these goals, we analyze a survey of rural children and their families, schools, and teachers in Gansu province. The project interviewed children in the year 2000, when children were 9 to 12 years old, and again four years later.In part one of the paper, we provide a descriptive overview of the material, human, and cultural resources available in sampled primary and middle schools. Where possible, we note changes between 2000 and 2004. We describe the following types of resources: (1) basic facilities; (2) financial arrangements; (3) teachers, including their background, qualifications, working lives, professional development activities, satisfaction with work, and attitudes about school management and culture; and (4) classroom environments, as reported by teachers and ...
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