View in EDS

The Quest for Educational Equity in Schools in Mainland China & Hong Kong.

Saved in:
Bibliographic Details
Title: The Quest for Educational Equity in Schools in Mainland China & Hong Kong.
Authors: Lin, Jason Cong (AUTHOR)
Source: Daedalus: Journal of the American Academy of Arts & Sciences. Fall2024, Vol. 153 Issue 4, p234-251. 18p.
Subject Terms: *Educational change, *Social development, *Academic achievement, Self-efficacy, Minorities
Abstract: In this essay, I introduce how and why minority groups and educational equity are understood and approached differently in Mainland China and Hong Kong. I describe how in the past few decades, China and Hong Kong have reformed their education systems to increase educational equity and I summarize the progress achieved. I also discuss the cultural, political, and social issues and challenges that contribute to the complexity surrounding educational equity in China and Hong Kong, elaborate on how educational equity remains a tricky issue in schools, and how different factors intersect to affect students' access to educational goods. Finally, I argue that schools in China and Hong Kong should continue both to reform their education systems to enhance the academic achievement and social development of marginalized students and to put more effort into empowering teachers and students to recognize and address the long-standing systemic and institutional obstacles. [ABSTRACT FROM AUTHOR]
Copyright of Daedalus: Journal of the American Academy of Arts & Sciences is the property of MIT Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 180996603
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Quest for Educational Equity in Schools in Mainland China & Hong Kong.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lin%2C+Jason+Cong%22">Lin, Jason Cong</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Daedalus%3A+Journal+of+the+American+Academy+of+Arts+%26+Sciences%22">Daedalus: Journal of the American Academy of Arts & Sciences</searchLink>. Fall2024, Vol. 153 Issue 4, p234-251. 18p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Minorities%22">Minorities</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this essay, I introduce how and why minority groups and educational equity are understood and approached differently in Mainland China and Hong Kong. I describe how in the past few decades, China and Hong Kong have reformed their education systems to increase educational equity and I summarize the progress achieved. I also discuss the cultural, political, and social issues and challenges that contribute to the complexity surrounding educational equity in China and Hong Kong, elaborate on how educational equity remains a tricky issue in schools, and how different factors intersect to affect students' access to educational goods. Finally, I argue that schools in China and Hong Kong should continue both to reform their education systems to enhance the academic achievement and social development of marginalized students and to put more effort into empowering teachers and students to recognize and address the long-standing systemic and institutional obstacles. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Daedalus: Journal of the American Academy of Arts & Sciences is the property of MIT Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180996603
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1162/daed_a_02118
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 234
    Subjects:
      – SubjectFull: Educational change
        Type: general
      – SubjectFull: Social development
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Self-efficacy
        Type: general
      – SubjectFull: Minorities
        Type: general
    Titles:
      – TitleFull: The Quest for Educational Equity in Schools in Mainland China & Hong Kong.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lin, Jason Cong
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Fall2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 00115266
          Numbering:
            – Type: volume
              Value: 153
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Daedalus: Journal of the American Academy of Arts & Sciences
              Type: main
ResultId 1