Family sources of educational gender inequality in rural china: A critical assessment.
Family sources of educational gender inequality in rural china: A critical assessment.
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DOI：
10.1016/j.ijedudev.2009.04.007
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发表时间：
2009-09-01
影响因子：
2.5
通讯作者：
Zhang Y
中科院分区：
文献类型：
--
作者：
Hannum E;Kong P;Zhang Y
本文考察了西北农村教育中的性别差距。我们首先讨论的能力和适当的角色，女孩和男孩的父母的看法;父母对老年支持的关注;和不同的劳动力市场的结果，女孩和男孩的教育父母的看法。然后，我们调查了对儿童投资、儿童在学校的表现以及儿童随后的成绩方面的性别差异。本文分析了2000年甘肃省农村9-12岁儿童及其家庭的问卷调查和沿着7年后的随访资料。我们补充我们的主要分析与农村家庭的两个说明性的案例研究，从11个月的实地考察中得出的甘肃农村在2003年和2005年之间的第二作者。2000年，大多数母亲抽象地表达了对女孩和男孩权利和能力的平等主义观点。然而，绝大多数母亲仍然希望依靠儿子养老，近五分之一的受访母亲同意传统说法，“送女孩上学没用，因为她们会结婚离开家”。与男孩相比，女孩面临的母亲教育期望值较低（尽管仍然很高），而且比男孩更有可能被要求做家务。然而，几乎没有证据表明在教育的经济投资方面存在性别差距。在学习成绩和参与度方面，女孩与男孩不相上下或超过男孩。七年后，男孩的受教育年限仅比女孩多三分之一，这一优势并不明显，不能完全用早期父母的态度和投资、学生的表现或参与度来解释。实地调查证实，子女的父母往往对子女抱有很高的期望。父母有时认为男孩有更大的才能，但往往认为女孩有更多的奉献精神，父母认为这是教育成功的关键属性。调查结果表明，至少在甘肃，农村父母对男孩和女孩的教育态度和做法比通常描述的要复杂得多，对女孩的负面影响也不那么一致。
In this paper, we investigate the gender gap in education in rural northwest China. We first discuss parental perceptions of abilities and appropriate roles for girls and boys; parental concerns about old-age support; and parental perceptions of different labor market outcomes for girls' and boys' education. We then investigate gender disparities in investments in children, children's performance at school, and children's subsequent attainment. We analyze a survey of 9-12-year-old children and their families conducted in rural Gansu Province in the year 2000, along with follow-up information about subsequent educational attainment collected 7 years later. We complement our main analysis with two illustrative case studies of rural families drawn from 11 months of fieldwork conducted in rural Gansu between 2003 and 2005 by the second author. In 2000, most mothers expressed egalitarian views about girls' and boys' rights and abilities, in the abstract. However, the vast majority of mothers still expected to rely on sons for old-age support, and nearly one in five mothers interviewed agreed with the traditional saying, “Sending girls to school is useless since they will get married and leave home.” Compared to boys, girls faced somewhat lower (though still very high) maternal educational expectations and a greater likelihood of being called on for household chores than boys. However, there was little evidence of a gender gap in economic investments in education. Girls rivaled or outperformed boys in academic performance and engagement. Seven years later, boys had attained just about a third of a year more schooling than girls-a quite modest advantage that could not be fully explained by early parental attitudes and investments, or student performance or engagement. Fieldwork confirmed that parents of sons and daughters tended to have high aspirations for their children. Parents sometimes viewed boys as having greater aptitude, but tended to view girls as having more dedication-an attribute parents perceived as being critical for educational success. Findings suggest that at least in Gansu, rural parental educational attitudes and practices toward boys and girls are more complicated and less uniformly negative for girls than commonly portrayed.
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影响因子：
3.1
作者：
Lai, DJ
通讯作者：
Lai, DJ
影响因子：
0.2
作者：
Ridgeway, CL;Correll, SJ
通讯作者：
Correll, SJ
影响因子：
4.4
作者：
SEWELL, WH
通讯作者：
SEWELL, WH
影响因子：
2.3
作者：
GREENHALGH, S
通讯作者：
GREENHALGH, S
DOI：
10.2307/583525
发表时间：
1979-01-01
期刊：
FAMILY COORDINATOR
影响因子：
--
作者：
HENNON, CB;PHOTIADIS, J
通讯作者：
PHOTIADIS, J