Getting Ahead While Retaining Ethnic Salience: Educational Mobilities, Class, and Empowerment of a Tibetan Student in China

Autor/inn/en	Yang, Miaoyan; Xu, Cora Lingling
Titel	Getting Ahead While Retaining Ethnic Salience: Educational Mobilities, Class, and Empowerment of a Tibetan Student in China
Quelle	In: Asia Pacific Journal of Education, 42 (2022) 2, S.335-349 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Miaoyan) ORCID (Xu, Cora Lingling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1833835
Schlagwörter	Ethnic Groups; Social Class; Individual Characteristics; Minority Group Students; Academic Achievement; Undergraduate Students; Longitudinal Studies; Educational Policy; Educational Opportunities; Student Mobility; Student Adjustment; Parent Participation; Teacher Student Relationship; Student Empowerment; Social Adjustment; Cultural Awareness; Educational Change; Foreign Countries; Secondary Education; Case Studies; China + Suchen Sie Ihr Suchwort? Ethnie; Social classes; Soziale Klasse; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Bildungsangebot; Bildungschance; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Adjustment; Adaptation; Elternmitwirkung; Teacher student relationships; Lehrer-Schüler-Beziehung; Studienberechtigung; Soziale Anpassung; Cultural identity; Kulturelle Identität; Bildungsreform; Ausland; Sekundarbereich; Case study; Fallstudie; Case Study
Abstract	Adopting empowerment as a theoretical lens, this paper examines how a combination of structural (particularly class background) and individual factors (particularly empowering agents and a strong personal will to achieve) have contributed to school success and ethnic identity formation of minority students in China. Our longitudinal study on a Tibetan student (Dolma) from middle-class background who completed seven-year dislocated secondary schooling and four-year undergraduate studies in China's interior (Neidi) suggests the complexity and lack of institutional empowerment in every-day schooling. Although the implementation of preferential policies has expanded educational opportunities for ethnic minorities, the systemic failure to acknowledge the ethnic capital of minority groups at large accounts for the struggles along Dolma's educational mobilities. Thanks to two teachers who acted as empowering agents, Dolma's school adaptation in neidi was made less bumpy. While parental involvement was largely missing during the dislocated secondary schooling, her middle-class background greatly facilitated Dolma's social adaptation and educational success in undergraduate and postgraduate studies. With a strong will to represent Tibetan culture appropriately to the mainstream society, Dolma gradually learned to get ahead while retaining her ethnic salience. This study calls for more culturally reflexive policy changes to achieve institutional empowerment of ethnic minority students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01