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A study of Beijing high school students and their equal educational opportunity in the People's Republic of China.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A study of Beijing high school students and their equal educational opportunity in the People's Republic of China./
Author:	Li, Deqin.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1999,
Description:	217 p.
Notes:	Source: Dissertations Abstracts International, Volume: 61-12, Section: A.
Contained By:	Dissertations Abstracts International61-12A.
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9951313
ISBN:	9780599548084

A study of Beijing high school students and their equal educational opportunity in the People's Republic of China.
Li, Deqin.

A study of Beijing high school students and their equal educational opportunity in the People's Republic of China. - Ann Arbor : ProQuest Dissertations & Theses, 1999 - 217 p.

Source: Dissertations Abstracts International, Volume: 61-12, Section: A.

Thesis (Ed.D.)--The University of Akron, 1999.

This item must not be sold to any third party vendors.

The problem investigated in this study involved educational opportunities among Beijing high school students from different social economic status. The study investigated the relationships between students' social economic status including such predictor variables as father's education, mother's education, father's occupation, mother's occupation, family income, high school entrance examination scores, parents' expectations, students' aspirations, locus of control and sex and educational opportunities including such criterion variables as students' enrollment in key, regular and vocational schools. The methods of statistical analysis were descriptive and inferential. The major inferential method was discriminant analysis. Descriptive statistics found that compared with regular and vocational schools, the key schools had the largest percentage of parents in cadres and intellectual social groups, had the highest parents' educational level, and also had highest family income. The inferential statistics found that social economic status significantly and positively discriminated between students' being enrolled in different kinds of schools. The results indicated that the higher the students' social economic status, the higher academic schools they were enrolled in. Parents' expectations, students' aspirations and locus of control did not account for significant amount of the independent variance of the criterion. However, locus of control significantly discriminated between students' being enrolled in regular and vocational schools. The results suggested that regular school students had more internal locus of control than key and vocational school students. The inferential statistics analyzed the interactions between social economic status (SES) and high school entrance examination scores, SES and parents' expectations, SES and students' aspirations, SES and locus of control, and SES and sex as predictors of each of the criterion variables. The results found that none of the interactions were statistically significant. These findings indicated that the multiplicative effects of social economic status with the other predictor variables did not account for significant amount of variance over and above the additive effects. Social economic status by itself was a good predictor variable to predict students' educational opportunity in this study. The study also investigated a second-degree curvilinear relationships between social economic status and the criterion variables, and high school entrance examination scores and the criterion variables. The results indicated that when socio economic status was used as a predictor variable, there was no significant second-degree relationship above and beyond the linear relationship. However, when high school entrance examination scores served as a predictor variable, there was a significant second-degree relationship above and beyond the linear relationship. The results of the second-degree curvilinear relationship indicated that students who had achieved either low or high entrance examination scores were enrolled in high academic schools, those who had achieved moderately academic performance were enrolled in low academic schools.

ISBN: 9780599548084Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

Beijing

A study of Beijing high school students and their equal educational opportunity in the People's Republic of China.
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300 $a 217 p.
500 $a Source: Dissertations Abstracts International, Volume: 61-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Newman, Isodore;Wright, Diaana Brown.
502 $a Thesis (Ed.D.)--The University of Akron, 1999.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The problem investigated in this study involved educational opportunities among Beijing high school students from different social economic status. The study investigated the relationships between students' social economic status including such predictor variables as father's education, mother's education, father's occupation, mother's occupation, family income, high school entrance examination scores, parents' expectations, students' aspirations, locus of control and sex and educational opportunities including such criterion variables as students' enrollment in key, regular and vocational schools. The methods of statistical analysis were descriptive and inferential. The major inferential method was discriminant analysis. Descriptive statistics found that compared with regular and vocational schools, the key schools had the largest percentage of parents in cadres and intellectual social groups, had the highest parents' educational level, and also had highest family income. The inferential statistics found that social economic status significantly and positively discriminated between students' being enrolled in different kinds of schools. The results indicated that the higher the students' social economic status, the higher academic schools they were enrolled in. Parents' expectations, students' aspirations and locus of control did not account for significant amount of the independent variance of the criterion. However, locus of control significantly discriminated between students' being enrolled in regular and vocational schools. The results suggested that regular school students had more internal locus of control than key and vocational school students. The inferential statistics analyzed the interactions between social economic status (SES) and high school entrance examination scores, SES and parents' expectations, SES and students' aspirations, SES and locus of control, and SES and sex as predictors of each of the criterion variables. The results found that none of the interactions were statistically significant. These findings indicated that the multiplicative effects of social economic status with the other predictor variables did not account for significant amount of variance over and above the additive effects. Social economic status by itself was a good predictor variable to predict students' educational opportunity in this study. The study also investigated a second-degree curvilinear relationships between social economic status and the criterion variables, and high school entrance examination scores and the criterion variables. The results indicated that when socio economic status was used as a predictor variable, there was no significant second-degree relationship above and beyond the linear relationship. However, when high school entrance examination scores served as a predictor variable, there was a significant second-degree relationship above and beyond the linear relationship. The results of the second-degree curvilinear relationship indicated that students who had achieved either low or high entrance examination scores were enrolled in high academic schools, those who had achieved moderately academic performance were enrolled in low academic schools.
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653 $a Beijing
653 $a China
653 $a Equal educational opportunity
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