FAMILY BACKGROUND, PARENTAL EXPECTATION, AND ACADEMIC ACHIEVEMENT OF EIGHTH-GRADE STUDENTS UNDER MAINLAND CHINA’S RURAL-URBAN DIVIDE
Open Access
Author:
Zhao, Jiehui
Graduate Program:
Educational Theory and Policy
Degree:
Master of Arts
Document Type:
Master Thesis
Date of Defense:
July 09, 2019
Committee Members:
Katerina Bodovski, Thesis Advisor/Co-Advisor Mindy L Kornhaber, Committee Member Kevin Kinser, Committee Member
Keywords:
Academic achievement Family background Parental expectation China
Abstract:
Extensive research has suggested that there is a large achievement gap between Chinese rural and urban students caused by educational inequality. However, less is known about the effects of family background and parental expectation on student achievement. This study examines the relationship between family background, parental expectation, and academic achievement under the rural-urban divide of Chinese society. Family background includes the sibling size, family structure, family socioeconomic status (SES), and home educational resources. Family SES is measured by parental education, parental occupation, and family income. Using a large representative sample of Chinese middle school students, this study finds that: 1). Rather than a rural-urban Hukou type, it is the social stratification of family background, especially family SES, that plays a significant role in the academic achievement of students. 2). Although the measures of family background show different patterns of influence on Chinese, mathematics, and English achievement, maternal education and home educational resources are significant and positive predictors, consistently across three subjects. 3). Parental expectation is significantly and positively associated with Chinese, mathematics, and English achievement.
