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Quality-oriented Education Policy in Urban China and its Association with Social Reproduction of Educational Inequality Jie Wang A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy Social Policy Research Centre Faculty of Arts and Social Sciences January 2018 1 ORIGINALITY STATEMENT ‘I hereby declare that this submission is my own work and to the best of my knowledge it contains no materials previously published or written by another person, or substantial proportions of material which have been accepted for the award of any other degree or diploma at UNSW or any other educational institution, except where due acknowledgement is made in the thesis. Any contribution made to the research by others, with whom I have worked at UNSW or elsewhere, is explicitly acknowledged in the thesis. I also declare that the intellectual content of this thesis is the product of my own work, except to the extent that assistance from others in the project's design and conception or in style, presentation and linguistic expression is acknowledged.’ Signed …………………………………………… Date ……………………………………………… II COPYRIGHT STATEMENT ‘I hereby grant the University of New South Wales or its agents the right to archive and to make available my thesis or dissertation in whole or part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. I also authorise University Microfilms to use the 350 word abstract of my thesis in Dissertation Abstract International (this is applicable to doctoral theses only). I have either used no substantial portions of copyright material in my thesis or I have obtained permission to use copyright material; where permission has not been granted I have applied/will apply for a partial restriction of the digital copy of my thesis or dissertation.' Signed …………………………………………… Date ……………………………………………… AUTHENTICITY STATEMENT ‘I certify that the Library deposit digital copy is a direct equivalent of the final officially approved version of my thesis. No emendation of content has occurred and if there are any minor variations in formatting, they are the result of the conversion to digital format.’ Signed …………………………………………… Date ……………………………………………… III PLEASE TYPE THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Wang First name: Jie Other name/s: Abbreviation for degree as given in the University calendar: PhD School: Social Policy Research Centre Faculty: Arts and Social Sciences Title: Quality-oriented Education Policy in Urban China and its Association with Social Reproduction of Educational Inequality Abstract 350 words maximum: (PLEASE TYPE) This thesis explores the impact of Quality-Oriented Education (QOE) policy in urban China on social inequality. In order to do so the thesis examines the association between the family background of students and their transitions from junior high school (JHS) to regular senior high school (RSHS) (Transition One) and from RSHS to university (Transition Two). The original hypothesis of the study was that the social reproduction of educational inequality would intensify during and after the implementation of QOE. This hypothesis was partially confirmed, but QOE was shown to have inconsistent effects on the two transitions. Alongside the implementation of QOE was the unexpected rise in popularity of commercial extracurricular tutoring (CET). The study found that sufficient hours of CET reduced differences in academic achievement between students with different levels of family cultural capital as indicated by the education of father. QOE shortens the time of students spend in school for primary school and JHS more than for RSHS. Transition One results in rejection of large numbers of underprivileged students and therefore CET has less effect on students in RSHS, because those who are likely to be less competitive have already been selected out. QOE is associated with the increase in educational inequality in Transition One but with the decrease in inequality in Transition Two. The mechanism for this is that students from families with lower cultural capital are more likely to attend CET for sufficient hours in RSHS than in primary or JHS due to the difference in at-school time and the Transition One rejection. Thus, as CET became more popular during and after the implementation of QOE, the effects of family cultural capital decreased but only in respect of Transition Two. The amount of CET required to make a difference in primary and JHS is too expensive for families whose resources are diluted by multiple children and thus the effects of sibling number on Transition One increase in Periods Two and Three compared with Period One. Parents as the indirect educational service receivers are interviewed since they should play a key role in the QOE reform and might be expected to be concerned about the justice of this significant educational reform. The continuation of the examination-oriented system keeps parents evaluating the current educational system as just. Parents also deny the injustice of CET by blaming the victim with the Neoliberalism discourse and arguing there is no absolute equality. Declaration relating to disposition of project thesis/dissertation I hereby grant to the University of New South Wales or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all property rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. I also authorise University Microfilms to use the 350 word abstract of my thesis in Dissertation Abstracts International (this is applicable to doctoral theses only). ………………………………………… ……………………………………..… ……….……………………...…….… Signature Witness Signature Date The University recognises that there may be exceptional circumstances requiring restrictions on copying or conditions on use. Requests for restriction for a period of up to 2 years must be made in writing. Requests for a longer period of restriction may be considered in exceptional circumstances and require the approval of the Dean of Graduate Research. FOR OFFICE USE ONLY Date of completion of requirements for Award: 31/01/2018 IV Table of Contents Acknowledgements ...................................................................................................................... iv Abbreviations ................................................................................................................................ v List of Figures ................................................................................................................................ vi List of Tables ................................................................................................................................ vii Chapter One. Introduction ........................................................................................................... 1 I. Introduction .......................................................................................................................... 1 Rationale for introducing QOE .............................................................................................. 1 Proposed changes under the QOE reform ............................................................................ 2 Inequality of students’ education influenced by QOE and parents’ evaluation ................... 3 II. Research Question, Approach and Outline of Chapters ....................................................... 7 III. Introduction to Chinese Education System ......................................................................... 10 Public school, educational stages and tuition fees ............................................................. 10 Primary and secondary school size ..................................................................................... 12 Admission approach ............................................................................................................ 13 Educational expansion ........................................................................................................ 14 IV. Introduction to Quality-oriented Education ................................................................... 15 Definition of Quality-oriented Education ........................................................................... 15 Difference between EOE and QOE ...................................................................................... 16 Timeline of implementing QOE policy ................................................................................ 17 Chapter Two. Literature Review ................................................................................................ 19 I. Social Reproduction of Educational Inequality ................................................................... 19 II. Trends in Social Reproduction of Educational Inequality in Contemporary China ............. 21 Indicators of family background and social reproduction of educational inequality ......... 22 The trend in social reproduction of educational inequality after the Cultural Revolution 24 Explaining

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