Ability Tracking and Social Trust in China's Rural Secondary School System

Autor/inn/en	Li, Fan; Loyalka, Prashant; Yi, Hongmei; Shi, Yaojiang; Johnson, Natalie; Rozelle, Scott
Titel	Ability Tracking and Social Trust in China's Rural Secondary School System
Quelle	In: School Effectiveness and School Improvement, 29 (2018) 4, S.545-572 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Fan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2018.1480498
Schlagwörter	Foreign Countries; Academic Ability; Track System (Education); Ability Grouping; Trust (Psychology); Low Income Students; Rural Schools; Young Adults; Educational Attitudes; Student Attitudes; Access to Education; Student School Relationship; Junior High School Students; Student Placement; China + Suchen Sie Ihr Suchwort? Ausland; Leistungsgruppe; Leistungsdifferenzierung; Homogene Gruppierung; Niveaugruppierung; Streaming; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Young adult; Junger Erwachsener; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Schüler-Lehrer-Beziehung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Schülerpraktikum
Abstract	The goal of this paper is to describe and analyze the relationship between ability tracking and student social trust, in the context of low-income students in developing countries. Drawing on the results from a longitudinal study among 1,436 low-income students across 132 schools in rural China, we found a significant lack of interpersonal trust and confidence in public institutions among poor rural young adults. We also found that slow-tracked students have a significantly lower level of social trust, comprised of interpersonal trust and confidence in public institutions, relative to their fast-tracked peers. This disparity might further widen the gap between relatively privileged students who stay in school and less privileged students who drop out of school. These results suggest that making high school accessible to more students may improve social trust among rural low-income young adults. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01