Ethnic Disparities in Education in Vietnam
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The Pennsylvania State University The Graduate School The Department of Human Development and Family Studies ETHNIC DISPARITIES IN EDUCATION IN VIETNAM A Dissertation in Human Development and Family Studies and Demography by Quang Thanh Trieu @2018 Quang Thanh Trieu Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2018 The dissertation of Quang T. Trieu was reviewed and approved* by the following: Rukmalie Jayakody Associate Professor of Human Development and Family Studies and Sociology Dissertation Advisor Chair of Committee Scott D. Gest Professor of Human Development and Family Studies Professor-in-Charge of the Human Development and Family Studies Undergraduate Program Leif Jensen Distinguished Professor of Rural Sociology and Demography David M. Post Professor of Education (Educational Theory & Policy and Comparative & International Education) and Senior Scientist Lisa Gatzke-Kopp, Ph.D. Associate Professor of Human Development and Family Studies Professor in Charge- Graduate Program *Signatures are on file in the Graduate School ii Abstract Education plays an important role in determining individuals’ socioeconomic attainment and a nation’s competitiveness on the global stage. Thus, educational disparities not only prevent vulnerable populations from gaining access to a better life but also hinder a nation’s development. Theoretically, economic growth provides more resources for education. However, initial observations in many developing countries show that economic growth does not bring the same educational benefits to everyone. Vietnam offers an interesting context in which to study ethnic educational disparities in a developing country transforming from a centrally planned to a market-driven economy. After socioeconomic transformations, Vietnam has achieved significant progress, including economic and educational growth. However, educational disparities, especially in upper-secondary education, not only persist but have increased. Ethnic minority students continue to lag behind in upper-secondary school, despite the government’s significant efforts to promote their education. Thus, understanding of ethnic educational disparities can yield recommendations for policymakers, parents, and educators regarding how to promote ethnic minorities’ educational success and assist in Vietnam’s broader socioeconomic development. To understand ethnic disparities in upper-secondary education in Vietnam over the last 20 years since the socioeconomic transformations, my dissertation comprises two studies. In “Ethnic Disparities in Education after Vietnam’s Socioeconomic Transformations: Family Background and Residential Differences,” I used data from the Vietnam Household Living Standard Surveys (9 waves of data collected between 1992 and 2014) to examine factors contributing to increases in ethnic educational disparities at the upper-secondary level. My findings confirmed that the ethnic disparities in three outcomes — upper-secondary enrollment, attendance, and completion — continue increasing. While residential differences slightly iii contributed to these disparities, family background differences, especially parental education and the rise in ethnic-based income inequality at the household level, explained these ethnic-based education disparities. In addition, I found that while household income contributions to the ethnic educational disparities tended to decrease, the role of parental education with respect to the ethnic-based educational disparities increased. These findings suggest important implications to policymakers, educators, and parents in promoting education among disadvantaged populations, especially ethnic minorities in Vietnam. Despite a number of challenges, some ethnic minority youths do enroll in and complete their upper-secondary education. Therefore, understanding how some ethnic minority students manage to overcome barriers and succeed educationally can also provide important insights regarding the means that policymakers, educators, and parents can pursue in order to address such educational disparities. With this aim, in my second study, “Ethnic Minority Educational Success: Understanding Accomplishments in Challenging Settings,” I used a mixed-methods approach and explored data from the Families and Communities in Transition (FACT) study to examine risk and protective or supportive factors pertaining to upper-secondary education among youth belonging to the Thai ethnic group, the second-largest ethnic minority group in Vietnam. The study found that early marriage, poverty, low-educated parents, low parental engagement in the child's education, school distance, being bullied or teased, and being encouraged by friends to drop out were challenges to ethnic minorities’ upper-secondary school enrollment and retention. More importantly, the study provided evidence that holding a positive attitude toward schooling oneself and enjoying effective support from parents, relatives, and peers (both in and out of school) can prevent ethnic minority students from dropping out of school and promote their educational success. iv Table of Contents List of Tables ........................................................................................................................... vii List of Figures ............................................................................................................................ix Acknowledgments....................................................................................................................... x Chapter 1. Introduction ............................................................................................................... 1 1.1. Introduction ...................................................................................................................... 1 1.2. Educational Disparities: The Conceptual Framework ........................................................ 3 1.3. The Vietnamese Context ................................................................................................... 5 Chapter 2. Ethnic Disparities in Education after Vietnam’s Socioeconomic Transformations: Family Background and Residential Differences ....................................................................... 12 2.1. Introduction .................................................................................................................... 12 2.2. Background .................................................................................................................... 15 2.3. Methods .......................................................................................................................... 24 2.4. Findings .......................................................................................................................... 31 2.5. Discussion ...................................................................................................................... 38 2.6. Conclusion ...................................................................................................................... 42 Chapter 3. Ethnic Minority Educational Success: Understanding Accomplishments in Challenging Settings ................................................................................................................. 60 3.1. Introduction .................................................................................................................... 60 3.2. Challenges to Ethnic Minority Students’ Educational Success ........................................ 61 3.3. Factors Promoting Educational Success .......................................................................... 67 3.4. Methods .......................................................................................................................... 72 v 3.4.1. Data ......................................................................................................................... 72 3.4.2. Measures .................................................................................................................. 74 3.4.3. Analytic Approach ................................................................................................... 79 3.5. Findings .......................................................................................................................... 82 Results of the quantitative analysis ..................................................................................... 82 Findings from the qualitative analysis ................................................................................ 89 3.6. Discussion .................................................................................................................... 106 3.7. Conclusion .................................................................................................................... 111 Chapter 4. Conclusion and Recommendations ......................................................................... 126 4.1. Conclusion .................................................................................................................... 126 4.2. Policy Recomendations ................................................................................................. 128 Appendix. Chapter 2 - Additional Tables on the KHB Decompositions ................................... 143 References .............................................................................................................................. 151