Investing in Knowledge: The Role of Gender and Hukou in Household Decisions on Private Tutoring in China

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Abstract/Contents

Abstract: Significant academic achievement disparities between urban and rural areas in China highlight a pressing concern. Our study aims to illuminate the intricate interplay among educational investments, gender, and Hukou status, which is defined here as rural or urban residential status. By leveraging two-way ANOVA and ordinal logistic regression model, we strive to decipher the complexities within these associations. Our findings reveal an intriguing pattern: female students, particularly urban ones, achieve higher class ranks. The relationship between Hukou and academic standing is less straightforward, suggesting the role of other factors such as parental education and household equity. While our study primarily identifies patterns and associations, the insights gained contribute valuable understanding to the field of educational equity. These findings could potentially guide policy dialogue, with the ultimate objective of fostering a more balanced educational landscape in China.

Author	Li, Hongjiao
Author	Luan, Shihe (Tracy)

Subject	Educational investment
Subject	Academic achievement
Subject	Gender differences
Subject	Hukou
Subject	Urban-rural disparities
Subject	China
Subject	Stanford Graduate School of Education International Education Policy Analysis
Genre	Text

DOI	https://doi.org/10.25740/hv813jq2229
Location	https://purl.stanford.edu/hv813jq2229

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License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Li, H. (2023). Investing in Knowledge: The Role of Gender and Hukou in Household Decisions on Private Tutoring in China. Stanford Digital Repository. Available at https://purl.stanford.edu/hv813jq2229. https://doi.org/10.25740/hv813jq2229.

Graduate School of Education International Comparative Education Master's Monographs

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