Intersectionality and Educational Inequality in China: Understanding the Effects of Race, Gender, and Class on Student Success
DOI:
https://doi.org/10.53797/ujssh.v4i1.21.2025Keywords:
Educational Inequality, Socioeconomic Status, Race, Gender, ChinaAbstract
This study examines the effects of race, gender, and socioeconomic status (SES) on educational inequality in China using a quantitative approach. The analysis aimed to understand how these intersecting factors contribute to disparities in academic performance, educational aspirations, and school attendance. Findings indicate that lower SES is a strong predictor of educational challenges, with students from economically disadvantaged backgrounds experiencing limited access to resources and opportunities. Race and ethnicity also play a significant role, particularly for ethnic minority students who face additional barriers such as cultural bias and fewer support systems. Gender disparities were observed, with female students in rural and low-SES areas experiencing higher dropout rates and lower academic achievements due to traditional gender expectations and social norms. Control variables such as region, school quality, and parental involvement were found to moderate these relationships, highlighting the importance of targeted interventions. The study suggests that addressing educational inequality requires comprehensive policy measures, including financial support for low-income families, improvements to school infrastructure, gender-focused initiatives, and programs that encourage parental engagement. The results contribute valuable insights for policymakers and educators seeking to create a more inclusive and equitable education system in China.
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Copyright (c) 2025 Zezhao Li, Mazni Mohammad
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