Understanding the roles of micro and macro-level factors in educational inequality in higher education attainment

Abstract

This study contributes to the substantial body of studies on the relationships between (a) micro-level (family socioeconomic status and schools) and (b) macro-level (meritocracy in education) factors and educational (in)equality in access to higher education institutions (HEIs). It does so by 1) examining the relationships among socioeconomic status, high school characteristics and access to higher education institutions and exploring the underlying mechanisms that influence the relationships, 2) unraveling the extent to which the meritocratic ideology is embodied in higher education attainment and how meritocracy influences inequality in higher education attainment, and 3) exploring the roles of meritocracy in shaping the possibilities of socially disadvantaged students’ (resilient students) higher education attainment in contemporary China. Using a mixed-method research (multinomial logistic regression and thematic analysis) involving 2071 students (quantitative study) and 42 interview participants (qualitative study) from six higher education institutions in China, this study yields four main findings. First, family socioeconomic status significantly influences educational inequality in students’ access to types of high schools, HEIs and Gaokao (the national college entrance exam) scores. Different patterns of parental involvement and variations in understandings of the potential benefits of attending HEIs contribute to unequal access to HEIs. Second, schools play a complex role in shaping inequality in access to HEIs. On the one hand, schools have a significant impact on inequality in access to HEIs and may reduce the effects of family SES on access to HEIs via the exam factory model. On the other hand, the disparity in educational resources across schools, coupled with the tiered schooling framework, perpetuates educational inequality. Third, given the association between family socioeconomic status and students’ Gaokao scores, the meritocratic selection in contemporary China may fail to completely eliminate inequality in access to HEIs although high-stakes assessment, a standardized exam and state-run school system, to some extent, reduce educational inequality. Fourth, education-based meritocracy influences socially disadvantaged students’ access to HEIs by shaping students’ beliefs in academic ability and efforts, their parents’ attitudes towards education and school meritocracy. The main findings from this study have major implications for theory and practice.