Chinese Journal of Sociology ›› 2018, Vol. 38 ›› Issue (3): 79-104.

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Multi-Process and Outcome Stratification: On the Equality of the Chinese University Schooling Process

LI Ding   

  1. School of Sociology and Population Studies, Renmin University of China
  • Online:2018-05-20 Published:2018-05-20

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Abstract:

Chinese universities and college students have become increasingly differentiated. How do socioeconomic backgrounds affect student performance in school and outcomes after graduation? Based on data from the Beijing College Students Panel Survey (BCSPS), this paper examines the differences in schooling processes and outcomes among Chinese college students of different social origins. Results show that while students from rural and urban origins do not differ in academic performance,extra-curricular activities, and psychological traits, there are marked differences in cultural capital, expectations after graduation, and actual outcomes. Such differences vary by school types. While family economic capital benefits students from non-211 universities more than students from 211 universities in terms of school performance, family cultural capital seems to play an important role in affecting subjective wellbeing among students in 211 universities. As for placement after graduation, whether or not students continue domestic postgraduate education is determined primarily by students' academic and non-academic performance in school, however, family economic and cultural resources affect the likelihood of pursuing postgraduate degrees abroad. The boom of students studying abroad and their subsequent return home have profound implications on the equality of higher education and social stratification in contemporary China.

Key words: schooling process, overseas study, postgraduate education, Hukou