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Article: Family sources of educational gender inequality in rural China: A critical assessment

TitleFamily sources of educational gender inequality in rural China: A critical assessment
Authors
KeywordsAsia
China
Developing societies
Education
Gender
Gender attitudes
Poverty
Rural children
Rural families
Issue Date2009
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijedudev
Citation
International Journal Of Educational Development, 2009, v. 29 n. 5, p. 474-486 How to Cite?
AbstractIn this paper, we investigate the gender gap in education in rural northwest China. We first discuss parental perceptions of abilities and appropriate roles for girls and boys; parental concerns about old-age support; and parental perceptions of different labor market outcomes for girls' and boys' education. We then investigate gender disparities in investments in children, children's performance at school, and children's subsequent attainment. We analyze a survey of 9-12-year-old children and their families conducted in rural Gansu Province in the year 2000, along with follow-up information about subsequent educational attainment collected 7 years later. We complement our main analysis with two illustrative case studies of rural families drawn from 11 months of fieldwork conducted in rural Gansu between 2003 and 2005 by the second author. In 2000, most mothers expressed egalitarian views about girls' and boys' rights and abilities, in the abstract. However, the vast majority of mothers still expected to rely on sons for old-age support, and nearly one in five mothers interviewed agreed with the traditional saying, "Sending girls to school is useless since they will get married and leave home." Compared to boys, girls faced somewhat lower (though still very high) maternal educational expectations and a greater likelihood of being called on for household chores. However, there was little evidence of a gender gap in economic investments in education. Girls rivaled or outperformed boys in academic performance and engagement. Seven years later, boys had attained just about a third of a year more schooling than girls-a quite modest advantage that could not be fully explained by early parental attitudes and investments, or student performance or engagement. Fieldwork confirmed that parents of sons and daughters tended to have high aspirations for their children. Parents sometimes viewed boys as having greater aptitude, but tended to view girls as having more dedication-an attribute parents perceived as being critical for educational success. Findings suggest that at least in Gansu, rural parental educational attitudes and practices toward boys and girls are more complicated and less uniformly negative for girls than commonly portrayed. © 2009 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/92429
ISSN
2015 Impact Factor: 1.067
2015 SCImago Journal Rankings: 0.886
PubMed Central ID
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHannum, Een_HK
dc.contributor.authorKong, Pen_HK
dc.contributor.authorZhang, Yen_HK
dc.date.accessioned2010-09-17T10:45:52Z-
dc.date.available2010-09-17T10:45:52Z-
dc.date.issued2009en_HK
dc.identifier.citationInternational Journal Of Educational Development, 2009, v. 29 n. 5, p. 474-486en_HK
dc.identifier.issn0738-0593en_HK
dc.identifier.urihttp://hdl.handle.net/10722/92429-
dc.description.abstractIn this paper, we investigate the gender gap in education in rural northwest China. We first discuss parental perceptions of abilities and appropriate roles for girls and boys; parental concerns about old-age support; and parental perceptions of different labor market outcomes for girls' and boys' education. We then investigate gender disparities in investments in children, children's performance at school, and children's subsequent attainment. We analyze a survey of 9-12-year-old children and their families conducted in rural Gansu Province in the year 2000, along with follow-up information about subsequent educational attainment collected 7 years later. We complement our main analysis with two illustrative case studies of rural families drawn from 11 months of fieldwork conducted in rural Gansu between 2003 and 2005 by the second author. In 2000, most mothers expressed egalitarian views about girls' and boys' rights and abilities, in the abstract. However, the vast majority of mothers still expected to rely on sons for old-age support, and nearly one in five mothers interviewed agreed with the traditional saying, "Sending girls to school is useless since they will get married and leave home." Compared to boys, girls faced somewhat lower (though still very high) maternal educational expectations and a greater likelihood of being called on for household chores. However, there was little evidence of a gender gap in economic investments in education. Girls rivaled or outperformed boys in academic performance and engagement. Seven years later, boys had attained just about a third of a year more schooling than girls-a quite modest advantage that could not be fully explained by early parental attitudes and investments, or student performance or engagement. Fieldwork confirmed that parents of sons and daughters tended to have high aspirations for their children. Parents sometimes viewed boys as having greater aptitude, but tended to view girls as having more dedication-an attribute parents perceived as being critical for educational success. Findings suggest that at least in Gansu, rural parental educational attitudes and practices toward boys and girls are more complicated and less uniformly negative for girls than commonly portrayed. © 2009 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijedudeven_HK
dc.relation.ispartofInternational Journal of Educational Developmenten_HK
dc.subjectAsiaen_HK
dc.subjectChinaen_HK
dc.subjectDeveloping societiesen_HK
dc.subjectEducationen_HK
dc.subjectGenderen_HK
dc.subjectGender attitudesen_HK
dc.subjectPovertyen_HK
dc.subjectRural childrenen_HK
dc.subjectRural familiesen_HK
dc.titleFamily sources of educational gender inequality in rural China: A critical assessmenten_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0738-0593&volume=29&issue=5&spage=474&epage=486&date=2009&atitle=Family+sources+of+educational+gender+inequality+in+rural+China:+a+critical+assessment-
dc.identifier.emailKong, P: pkong@hku.hken_HK
dc.identifier.authorityKong, P=rp01342en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.ijedudev.2009.04.007en_HK
dc.identifier.pmid20161037-
dc.identifier.pmcidPMC2753976-
dc.identifier.scopuseid_2-s2.0-67650532071en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-67650532071&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume29en_HK
dc.identifier.issue5en_HK
dc.identifier.spage474en_HK
dc.identifier.epage486en_HK
dc.identifier.isiWOS:000268925300004-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridHannum, E=6602632892en_HK
dc.identifier.scopusauthoridKong, P=26634090900en_HK
dc.identifier.scopusauthoridZhang, Y=24451438100en_HK
dc.identifier.citeulike5320924-

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