Analysis of the impact of the “double reduction” policy on the educational processes of Chinese students studying in Europe

She, Bibi; Ramasamy, Siva Shankar; Loahavilai, Piang-or

doi:10.1177/2212585x231169740

Cited by 7 publications

(8 citation statements)

References 17 publications

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“…These deeply ingrained stereotypes and cultural norms position girls in rural multi-child families as sacrificial figures in terms of educational opportunities, thereby obstructing their access to higher degrees and educational success. As a result, the gap in educational attainment between genders in rural China continues to widen, perpetuating a cycle of inequality [19].…”

Section: Gender Traditionmentioning

confidence: 99%

Disparities in Primary and Secondary Education for Girls in Rural China

2024

FER

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Since its reform and opening up initiated in the late 20th century, China has actively aligned itself with global trends in prioritizing women's status and ensuring gender equality in education. However, girls in rural China have long suffered from educational inequality. This article reveals key factors contributing to this inequality, including deep-seated gender biases such as son preference, a scarcity of educational resources in rural areas, and the financial strain caused by China's rapid economic development. Through literature review, this article discusses the historical background of Chinese female education, which has been subordinated and excluded from formal education for a long time, and the current situation that China has made progress but there is still a huge gap in rural areas. The article further highlights the profound challenge of rural girls and women being systematically excluded from educational opportunities and analyses the underlying causes of this continued neglect, namely, gender tradition and stereotypes as well as China's economic reform. The article lastly assesses the effectiveness of three existing Chinese government policies at the national and regional levels in addressing gender bias in education, and proposes strategic recommendations and the need for efforts to strengthen inclusive education in China.

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Section: Gender Traditionmentioning

confidence: 99%

Disparities in Primary and Secondary Education for Girls in Rural China

2024

FER

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“…As indicated in the study of Medina-Jerez (2018), the prevalence of HPE & NOS in Latin America's science education research was closely tied with national investment. Furthermore, with the release of "double reduction" policy in 2022 (She et al, 2023), mainly targeting to reduce students' burden of homework and after-school courses in compulsory education, the inequalities in Chinese education system and students' welfare have attracted much attention. It appears that a call for further attentions into teachers' development, individual, social and cultural difference, and approaches to assist individual's development (e.g., technology-assisted science education), is justified.…”

Section: N Referencesmentioning

confidence: 99%

Science Education Research Trends in the Chinese Mainland From 2017–2021: A Systematic Literature Review in Selected Journals

Luo

Saleh

Zhang

et al. 2023

International Journal of Chinese Education

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With its great contributions to the world’s development, Chinese science education has become a hot issue in the international research community. Science education research trends have already received much attention; however, a few have been down about research trends of science education in China. This study systematically analyzed research articles ( n = 56) by science researchers in the Chinese mainland from five journals, Journal of Research in Science teaching, International Journal of Science Education, Research in Science Education, Science Education, and Science & Education, to reveal research trends in terms of authors’ institutions, research types, methods, and research topics from 2017 to 2021. This study found (a) with a slight increase in paper number, collaborating between domestic and international institutions’ researchers contributed mostly to publications in this period while top 10 domestic institutions were mostly normal universities in Tier-1 cities in China; (b) among the most popular articles—empirical articles, studies conducting correlational design were predominant; (c) topics about students’ learning context, assessment, and nature of science were highlighted in this period and variations of authors’ preference on journals existed. Recommendations for future research on local and international science education are suggested.

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“…Although the original intention of the Chinese government to regulate the extracurricular tutoring industry is to achieve the goal of common prosperity and equal distribution of educational resources by prohibiting the capitalization of education [3]. Some researchers also pointed out that this national policy has led to the crisis of millions of experienced teachers facing unemployment and millions of graduates unable to find jobs [2,4]. The author found that many researchers have studied and analyzed this policy from the perspective of education policy.…”

Section: Introductionmentioning

confidence: 99%

The Impact of The Double Reduction Policy on The Construction of The Professional Identity of Tutoring Class Teachers

Wang

2024

EHSS

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The double reduction policy launched by our country on July 24, 2021 aims to reduce the number of teachers in private teaching auxiliary institutions for basic education, achieve a fair distribution of educational resources, and reduce the academic burden of students and the pressure of extracurricular tutoring. However, the research on the self-identity construction of cram school teachers after the "double reduction policy" is still a blank field. This paper focuses on the status quo of the professional status of teachers in private tutoring institutions after the "double reduction policy". The authors' data are based on fixed structured interviews with 6 teachers from private tutoring institutions in different regions of China. The results show that after the double reduction policy, the professional identity of teachers in private teaching auxiliary institutions is based on their professional beliefs and has not been significantly affected. The discussion in this article prompts each teacher to reflect on his own identity factors, and at the same time complements the construction of the professional identity framework of teachers in private teaching auxiliary institutions.

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Analysis of the impact of the “double reduction” policy on the educational processes of Chinese students studying in Europe

Cited by 7 publications

References 17 publications

Disparities in Primary and Secondary Education for Girls in Rural China

Disparities in Primary and Secondary Education for Girls in Rural China

Science Education Research Trends in the Chinese Mainland From 2017–2021: A Systematic Literature Review in Selected Journals

The Impact of The Double Reduction Policy on The Construction of The Professional Identity of Tutoring Class Teachers

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