College Environment and Learning Gains of Chinese Undergraduate Students: Addressing Disparities between Ethnic Minority and Non-Minority Students
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| Title: | College Environment and Learning Gains of Chinese Undergraduate Students: Addressing Disparities between Ethnic Minority and Non-Minority Students |
|---|---|
| Language: | English |
| Authors: | Hua Bai (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Environment, Academic Achievement, Achievement Gains, Undergraduate Students, Racial Differences, Ethnic Groups, Minority Group Students, College Students, Questionnaires, Student Experience, Social Life |
| Geographic Terms: | China |
| Assessment and Survey Identifiers: | College Student Experiences Questionnaire |
| DOI: | 10.1111/ejed.70515 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Recent reforms to China's college admission policies have increased access to higher education for ethnic minority students. However, these students frequently encounter distinct challenges stemming from their cultural backgrounds, language proficiency, and prior educational experiences. This study focuses on the achievement gap between ethnic minority and non-minority students within the Chinese higher education system. By analysing data from 19,637 undergraduates across 37 universities, this study used the Chinese version of the College Student Experiences Questionnaire to examine the influence of college environment on student learning gains and to determine whether the mediating effects of academic and social activities varied across ethnic groups. The structural equation modelling results suggested that: (1) a positive association existed between college environment and learning gains for both ethnic minority and non-minority students; (2) both academic and social activities partially mediated this relationship; and (3) the impact of social activities on learning gains was significantly less pronounced for ethnic minority students, thereby revealing a critical disparity. This study underscores the important role of college environment in fostering student learning and emphasises the necessity of tailored support mechanisms designed to address the unique challenges experienced by ethnic minority students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506843 |
| Database: | ERIC |
| Abstract: | Recent reforms to China's college admission policies have increased access to higher education for ethnic minority students. However, these students frequently encounter distinct challenges stemming from their cultural backgrounds, language proficiency, and prior educational experiences. This study focuses on the achievement gap between ethnic minority and non-minority students within the Chinese higher education system. By analysing data from 19,637 undergraduates across 37 universities, this study used the Chinese version of the College Student Experiences Questionnaire to examine the influence of college environment on student learning gains and to determine whether the mediating effects of academic and social activities varied across ethnic groups. The structural equation modelling results suggested that: (1) a positive association existed between college environment and learning gains for both ethnic minority and non-minority students; (2) both academic and social activities partially mediated this relationship; and (3) the impact of social activities on learning gains was significantly less pronounced for ethnic minority students, thereby revealing a critical disparity. This study underscores the important role of college environment in fostering student learning and emphasises the necessity of tailored support mechanisms designed to address the unique challenges experienced by ethnic minority students. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70515 |
