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Institutional Factors and Socio-Economic Inequality in Student Achievement : = Evidence from Hong Kong and Taiwan.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Institutional Factors and Socio-Economic Inequality in Student Achievement :/
Reminder of title:	Evidence from Hong Kong and Taiwan.
Author:	Xiang, Nan.
Description:	1 online resource (136 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29186278click for full text (PQDT)
ISBN:	9798426803183

Institutional Factors and Socio-Economic Inequality in Student Achievement : = Evidence from Hong Kong and Taiwan.
Xiang, Nan.

Institutional Factors and Socio-Economic Inequality in Student Achievement :Evidence from Hong Kong and Taiwan. - 1 online resource (136 pages)

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2021.

Includes bibliographical references

In the extant literature, unsettled debates have been revolving around the influences of various educational stratification institutions on the socio-economic inequality in student achievement. However, the debates have been empirically rooted in the Western contexts, whereas studies based on the East-Asian education systems are still lacking in the literature. To fill in this research gap, the three papers of my PhD dissertation is set in the East-Asian education system(s) of Taiwan or/ and Hong Kong, to investigate the impacts of three most important secondary-education stratification institutions on the socio-economic inequality in student achievement. Specifically, the first paper is a comparative study that examines the influences of residence-based school admission on the educational inequality in Taipei and Hong Kong. The results suggest, in Taipei, residence-based school admission is likely to increase socio-economic inequality in student academic achievement through enlarging the socio-economic segregation between schools. By contrast, residence-based school admission is found to have quite the opposite impacts in Hong Kong. The second paper focuses on examining the effects of senior-secondary vocational tracking on the socio-economic inequality in student generic abilities/competence in Taiwan, since there is no senior-secondary vocational tracking in Hong Kong. This paper finds that senior-secondary vocational tracking can reinforce the influence of family socio-economic backgrounds and contribute to the socioeconomic inequality in student abilities/ competence in Taiwan.The third paper turns to study the impacts of schools' retention composition on the socio-economic inequality in student academic achievement in Hong Kong. Different from the case of Taipei where students' grade retention rates are negligible, Hong Kong has much higher grade-retention rates. The results indicate that an increase in schools' retention rates is likely to magnify the socio-economic inequality in student academic achievement at school in Hong Kong.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798426803183Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

Institutional factorsIndex Terms--Genre/Form:

542853
Electronic books.

Institutional Factors and Socio-Economic Inequality in Student Achievement : = Evidence from Hong Kong and Taiwan.
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500 $a Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
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502 $a Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2021.
504 $a Includes bibliographical references
520 $a In the extant literature, unsettled debates have been revolving around the influences of various educational stratification institutions on the socio-economic inequality in student achievement. However, the debates have been empirically rooted in the Western contexts, whereas studies based on the East-Asian education systems are still lacking in the literature. To fill in this research gap, the three papers of my PhD dissertation is set in the East-Asian education system(s) of Taiwan or/ and Hong Kong, to investigate the impacts of three most important secondary-education stratification institutions on the socio-economic inequality in student achievement. Specifically, the first paper is a comparative study that examines the influences of residence-based school admission on the educational inequality in Taipei and Hong Kong. The results suggest, in Taipei, residence-based school admission is likely to increase socio-economic inequality in student academic achievement through enlarging the socio-economic segregation between schools. By contrast, residence-based school admission is found to have quite the opposite impacts in Hong Kong. The second paper focuses on examining the effects of senior-secondary vocational tracking on the socio-economic inequality in student generic abilities/competence in Taiwan, since there is no senior-secondary vocational tracking in Hong Kong. This paper finds that senior-secondary vocational tracking can reinforce the influence of family socio-economic backgrounds and contribute to the socioeconomic inequality in student abilities/ competence in Taiwan.The third paper turns to study the impacts of schools' retention composition on the socio-economic inequality in student academic achievement in Hong Kong. Different from the case of Taipei where students' grade retention rates are negligible, Hong Kong has much higher grade-retention rates. The results indicate that an increase in schools' retention rates is likely to magnify the socio-economic inequality in student academic achievement at school in Hong Kong.
520 $a 在现有文献中，围绕各种教育分层制度会如何影响学生在教育成就上的社经不平等这个问题上，一直存在着悬而未决的辩论。然而，这些争论在经验上大多植根于西方的教育系统，而现有文献中仍然缺乏基于东亚教育体系的研究。为了填补这一研究空白，我博士论文的三篇文章以东亚地区的台湾或/和香港为背景，分别考察在中学阶段三个最重要的教育分层制度会对学生在教育成就上的社经不平等产生怎样的影响。具体而言，第一篇论文是一项比较研究，考察了学校就近招生对台北和香港的教育不平等的影响。结果表明，在台北，就近招生可能会通过扩大学校之间的社会经济分割来增加学生在教育成就上的社会经济不平等。相比之下，就近招生对香港的教育不平等有着完全相反的影响。由于香港在中学阶段没有教育分流，因此在第二篇文章，我重点研究了台湾高中阶段的职业教育分流会对学生能力获得的社会经济不平等产生怎样的影响。本文发现，台湾高中阶段的职业教育分流会加强家庭社会经济背景的影响，并扩大学生在能力上的社会经济不平等。第三篇文章探究了香港学校的留级率对学生在学业成就上的社经不平等的影响。不同于台北可以忽略不计的低留级率，香港学生的留级率要高得多。研究结果表明，校留级率的高低与学生在教育成就上的社会经济不平等程度呈正相关关系。.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
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650 4 $a Demography. $3 614991
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653 $a Institutional factors
653 $a Socio-economic inequality
653 $a Student achievement
653 $a Hong Kong
653 $a Taiwan
655 7 $a Electronic books. $2 lcsh $3 542853
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710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The Chinese University of Hong Kong (Hong Kong). $3 1017547
773 0 $t Dissertations Abstracts International $g 83-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29186278 $z click for full text (PQDT)