Social Class Barriers of the Massification of Higher Education in Taiwan

Autor/in	Ru-Jer, Wang
Titel	Social Class Barriers of the Massification of Higher Education in Taiwan
Quelle	In: Chinese Education and Society, 45 (2012) 5-6, S.70-81 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.2753/CED1061-1932450506
Schlagwörter	Higher Education; Educational Opportunities; Foreign Countries; Educational Change; Social Class; Data Analysis; Tuition; Barriers; Access to Education; Equal Education; Educational Research; Student Loan Programs; Educational Policy; Cohort Analysis; Family Income; Statistical Data; Social Influences; Social Differences; Taiwan + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsangebot; Bildungschance; Ausland; Bildungsreform; Social classes; Soziale Klasse; Auswertung; Unterweisung; Unterricht; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Kohortenanalyse; Familieneinkommen; Sozialer Einfluss; Sozialer Unterschied
Abstract	In recent years, the rapid growth of higher education in Taiwan has led to an essential shift from education for the elite to the massification of higher education. Although this massification is making higher education more accessible, one of the main concerns is whether opportunities for higher education are the same among all social classes in Taiwan. The focus of this article is therefore on social class barriers to higher education in Taiwan. In the article, secondary data analysis is employed. Based on the findings, it can be concluded that the current dual policy of tuition fees has resulted in a situation in which social class barriers still remain, although the massification of higher education has provided more opportunities for students from families with different levels of income. (Contains 4 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10