Resumen de Estructura social i desigualtat educacional: les causes de la desigualtat educacional entre la població xinesa rural i urbana
Educational inequality between rural and urban Chinese people is not only the result of urbanisation and economic development but also constructed by separation policies and unequal distribution of educational resources. According to Giddens’s (1984) structuration theory, the education system as a part of social system stretches away in time and space, beyond the control of any individual actors. At the same time, the actors’ own theories of the education system guide their activities which may reify the education system. However, most previous sociological research only uses status attainment theory to explain educational inequality, ignoring the effects of macro-level social changes and distribution of educational resources (M.Horan, 2013). On the other hand, economic studies on persistent inequality emphasise the importance of a family’s economic condition, leading to different preferences on their educational consumption (Mookherjee and Ray, 2003). Based on the economic explanation of persistent inequality, international and domestic organisations implement demand-side interventions, these aim to stimulate their educational demands by improving the economic condition of low-income families. However, those policies are far less effective than it had been expected (Bonal, 2007). Thus, it is necessary to add factors such as principles of social structure, policies, culture and institutional characteristics into theoretical models.
Historically, the Chinese population was divided into rural and urban residents via the household registration system (the hukou system) whereby people were either registered as rural or urban residents according to their place of birth. The hukou system still has a great influence on shaping the present social structure and culture. This dissertation uses a structuralist framework to analyse the educational gap between rural and urban Chinese people. The objective of the dissertation is twofold: first, to empirically apply the structuration theory on analysis the educational inequality with quantitative method; second, to understand the causes of the educational gap between rural and urban Chinese people. In pursuing this objective, a theoretical discussion of the application of structuration theory to the study educational inequality and three empirical studies were conducted that together form the present dissertation.
Chapter 2 uses a structuralist framework to elaborate the recursive relationship between social structure and agents’ educational outcomes. It argues that the agents’ motivation in pursuing higher education is shaped by both historical experiences and current social structure. Chapter 3 reviews the relevant literature and Chapter 4 briefly introduces the data and methods of analysis used in the three empirical chapters. Chapter 5 is the first empirical chapter, in which I analyse how changes to the economic and political systems affect the educational gap between rural and urban Chinese people; Chapter 6 analyses the effect of the supply-side distribution of educational resources on the educational gap between rural and urban Chinese students; Chapter 7 investigates the effect of demand-side educational resources on the educational gap.
The findings in these three empirical chapters suggest that the educational gap between rural and urban Chinese people has been widening in recent years, and the driving force behind the widening educational gap is the unequal distribution of supply-side educational resources and differences in educational environments. The last chapter (Chapter 8) provides an overview of the main findings, and suggest they imply that the egalitarian policies from the socialist period may still affect rural Chinese people’s educational expectations. However, the increasingly unequal distribution of resources and social barriers for rural Chinese people is deepening educational inequality between rural and urban Chinese people. This kind of inequality will be difficult to reduce as long as the nation’s development model continues to be urban-centred and in the absence of redistributive policies.
