The Dilemma of Education for Ethnic Minority Girls in Rural China a Perspective Based on Bourdieu’s Theory of Social Reproduction
Bibliographic record
Abstract
Educational equity is the foundation of social equity.Gender disparity in education has long been concerned by the global academia as a vital issue in the education and cultural development process.Under the continuous development of multicultural education globally, girls' education in different countries presents different dimensions of complexity.As a unified multi-ethnic country, China has localized multicultural education as a necessary outcome of specific historical traditions and practical needs in China.This article applies Bourdieu's standpoints on social reproduction as a theoretical framework and concentrates on the education dilemma for ethnic minority girls in rural China by analyzing the roles of family and schools in cultural transmission.As a group with intersecting vulnerable identities, ethnic minority girls are marginalized and disadvantaged in the current education system at economic, ideological, and policy levels.While entering modern assimilative schooling that reflects the interests of mainstream society, they encounter transformations in habitus and fields that are in opposition with their pre-school socialization in family and conventional minority community.The inconsistency between the habitus they acquired in earlier socialization and the norms of modern mainstream society largely excludes them from the modern education system, resulting in high dropout rates and low achievement rates among them.This article states that the current education system has promoted cultural and social reproduction, excluding most minority girls from the possibility of social mobility and reinforcing their marginalized status in the education system.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.018 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.016 | 0.036 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".