Pathways to educational equality : insights from China’s higher education stratification and social stratification

It is essential to examine the equity of the newly established higher education system and elucidate the reasons and consequences of stratification within the context of China’ higher education and social hierarchy, because in the wake of massification and expansion, China’s higher education system has been seeing alterations in stratification patterns. Through the Status Attainment Model and the Wisconsin Model, this study employs a mixed-method approach that integrates quantitative and qualitative techniques to assess higher education and social inequality in mainland China. The findings indicate that the conventional status attainment model, when subjected to structural equation modelling analysis, reveals that attributed factors strongly influence higher education stratification, but not social stratification. Upon further examination of the impact of these variables on social stratification and higher education stratification, it is revealed that social psychological factors including peer pressure, parental expectations, self-concept, and reflection significantly influence individuals’ decisions regarding higher education and societal engagement at a psychological level. This is evidenced by the correlation between conduct and cognition. Policymakers need to strengthen the targeted implementation of the examination bonus points system and student aid policies at a macro level. Additionally, they should organize activities related to career planning at a micro level to enhance students’ and parents’ understanding of education and careers. It will underscore the significance of the research in mainland China’s educational policy to promote the progress of higher education equality by macro and micro approaches.