Intergenerational transmission of education in China: New evidence from the Chinese Cultural Revolution

Chen, Yanbin; Guo, Yumei; Huang, Jingyi; Song, Yang

doi:10.1111/rode.12558

Cited by 18 publications

(8 citation statements)

References 35 publications

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“…Several studies have investigated the intergenerational transmission of human capital (see Black and Devereux 2011 for a review). Two China-related studies, Meng and Zhao (2016) and Chen et al (2019), found evidence that the negative consequences of the Cultural Revolution passed onto their offspring.…”

Section: F Effect On the Second Generationmentioning

confidence: 99%

Arrival of Young Talent: The Send-Down Movement and Rural Education in China

Chen

Fan

et al. 2020

American Economic Review

186

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This paper estimates the effects on rural education of the send-down movement during the Cultural Revolution, when about 16 million urban youth were mandated to resettle in the countryside. Using a county-level dataset compiled from local gazetteers and population censuses, we show that greater exposure to the sent-down youths significantly increased rural children’s educational achievement. This positive effect diminished after the urban youth left the countryside in the late 1970s but never disappeared. Rural children who interacted with the sent-down youths were also more likely to pursue more-skilled occupations, marry later, and have smaller families than those who did not. (JEL I21, J13, J24, N35, O15, P36, R23)

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Section: F Effect On the Second Generationmentioning

confidence: 99%

Arrival of Young Talent: The Send-Down Movement and Rural Education in China

Chen

Fan

et al. 2020

American Economic Review

186

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“…Several explanations have been suggested as to why inter-generational mobility in education has worsened while educational attainment has increased. Chen et al (2019) argue that the expansion of education has not sufficiently reached children from disadvantaged backgrounds. Conceivably, the expansion of higher education in particular would have primarily benefited the elites.…”

Section: Intergenerational Mobility In Education Over Timementioning

confidence: 99%

“…Conceivably, the expansion of higher education in particular would have primarily benefited the elites. Chen et al (2019) argue that many children did not meet the requirements for enrolment in higher education establishments.…”

Section: Intergenerational Mobility In Education Over Timementioning

confidence: 99%

China and the United States

Weide¹,

Narayan²

2021

Inequality in the Developing World

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The United States and China are the world’s largest economies. Together they are responsible for about one-third of the world’s economic output. This chapter aims to examine whether the two economic giants are also lands of opportunity where resources are allocated in a way that minimizes unrealized human potential. Our analysis shows that despite stark differences in their levels of development, the US and China report remarkably similar levels of socioeconomic mobility—levels considered low by international standards. The US’s level of mobility has historically been low. Before it embarked on its transition from planned to market economy, socioeconomic mobility was relatively high in China. However, as it underwent a period of rapid economic growth, China’s socioeconomic mobility declined significantly. The chapter concludes that the world’s two major economic powers have converged to a low level of socioeconomic mobility where talent from disadvantaged backgrounds is excluded.

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“…Several explanations for why relative mobility in education has worsened while educational attainment has increased have been suggested. Chen et al (2019) argue that the expansion of education has not sufficiently reached children from disadvantaged backgrounds. Conceivably, the expansion of higher education in particular would have primarily benefitted the elites.…”

Section: Relative Mobility In Educationmentioning

confidence: 99%

“…Conceivably, the expansion of higher education in particular would have primarily benefitted the elites. Chen et al (2019) argue that many children did not meet the requirements for enrolment in higher education establishments.…”

Section: Relative Mobility In Educationmentioning

confidence: 99%

China and the United States: Different economic models but similarly low levels of socioeconomic mobility

Weide¹,

Narayan²

2019

WIDER Working Paper

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The United States and China are the world's largest economies. Together they are responsible for about one-third of the world's economic output. This paper aims to examine whether the two economic giants are also lands of opportunity where resources are allocated in a way that minimizes unrealized human potential. Our analysis shows that despite stark differences in their levels of development, the US and China report remarkably similar levels of socioeconomic mobility; a level that is considered low by international standards. The US's level of socioeconomic mobility has historically been low, with little to no progress over the last three to four decades. Before it embarked on its transition from planned to market economy, socioeconomic mobility was relatively high in China. However, as it underwent a period of rapid economic growth, China's socioeconomic mobility declined significantly. The paper concludes that the world's two major economic powers have converged to a low level of socioeconomic mobility where talent from disadvantaged backgrounds is excluded from opportunities, plausibly implying unrealized human potential and misallocation of resources on a large scale.

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Intergenerational transmission of education in China: New evidence from the Chinese Cultural Revolution

Cited by 18 publications

References 35 publications

Arrival of Young Talent: The Send-Down Movement and Rural Education in China

Arrival of Young Talent: The Send-Down Movement and Rural Education in China

China and the United States

China and the United States: Different economic models but similarly low levels of socioeconomic mobility

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