Family Background, Academic Performance, and Access to Opportunities for Graduate Education

Autor/in	Zhonglu, Li
Titel	Family Background, Academic Performance, and Access to Opportunities for Graduate Education
Quelle	In: Chinese Education & Society, 55 (2022) 1-2, S.45-69 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2022.2037402
Schlagwörter	Family Characteristics; Graduate Students; Foreign Countries; Student Surveys; Student Attitudes; Undergraduate Students; Talent; Economic Development; Competition; Employment Potential; Labor Market; Comparative Analysis; Institutional Characteristics; Social Differences; Socioeconomic Status; Graduate Study; College Admission; Access to Education; Educational Opportunities; China (Beijing) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Schülerbefragung; Schülerverhalten; Begabung; Hochbegabung; Wirtschaftsentwicklung; Wettkampf; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Labour market; Arbeitsmarkt; Sozialer Unterschied; Socio-economic status; Sozioökonomischer Status; Hochschulzugang; Hochschulzulassung; Zulassung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance
Abstract	As the number of graduates from institutions of higher education has soared year after year, alongside growth in the demand for high-end talent posed by economic development, a growing number of graduates from undergraduate programs are choosing to continue on to receive graduate education, so as to improve their competitive advantage in the labor market. This paper conducted empirical analysis on data from the Beijing College Students Panel Survey. Studies have found that, among undergraduate students who graduated from institutions of higher education in Beijing in 2010 and 2012, approximately one third chose to continue on to receive graduate education, and both the family background and academic performance of those students who pursued graduate education were significantly better than the students who sought employment directly after graduation. Further analysis indicated that, with respect to access to domestic opportunities for graduate education, the variable of family background essentially exercises an effect by influencing the type of institution at which students pursued undergraduate education, as well as their academic performance. In comparing the two options of studying abroad and pursuing in-country graduate education, the type of institution at which students pursued undergraduate education and their academic performance had no significant impact in this respect, and it was chiefly the family's socioeconomic status that had an effect. The findings in this study have important policy implications for graduate student admissions and training in China at present. [Translation by Carissa Fletcher.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01