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Women and education: Testing a model...

Zhong, Hua.

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Women and education: Testing a model of Chinese women's aspirations for higher education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Women and education: Testing a model of Chinese women's aspirations for higher education./
Author:	Zhong, Hua.
Description:	161 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1481.
Contained By:	Dissertation Abstracts International60-05A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9930594
ISBN:	0599308931

Women and education: Testing a model of Chinese women's aspirations for higher education.
Zhong, Hua.

Women and education: Testing a model of Chinese women's aspirations for higher education. - 161 p.

Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1481.

Thesis (Ph.D.)--Loyola University of Chicago, 1999.

The purpose of this study was to identify the factors influencing Chinese women's education. Using Bronfenbrenner's ecological theory as a framework, a path model on Chinese women's aspirations for higher education was proposed and tested.

ISBN: 0599308931Subjects--Topical Terms:

543175
Education, Higher.

Women and education: Testing a model of Chinese women's aspirations for higher education.
LDR:03573nmm 2200325 4500 001 1866287
005 20041220114446.5
008 130614s1999 eng d
020 $a 0599308931
035 $a (UnM)AAI9930594
035 $a AAI9930594
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100 1 $a Zhong, Hua. $3 1017601
245 1 0 $a Women and education: Testing a model of Chinese women's aspirations for higher education.
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1481.
500 $a Director: Jack A. Kavanagh.
502 $a Thesis (Ph.D.)--Loyola University of Chicago, 1999.
520 $a The purpose of this study was to identify the factors influencing Chinese women's education. Using Bronfenbrenner's ecological theory as a framework, a path model on Chinese women's aspirations for higher education was proposed and tested.
520 $a The subjects of the study were 120 Chinese women residing in the United States. Three instruments used in a mail survey consisted of: (1) a self-created Demographic Profile; (2) the Culture-Free Self-Esteem Inventory-2 (Battle, 1992); and (3) the Multidimensional Scale of Perceived Social Support (Zimet, G. D., Dahlem, Zimet, S. G. & Farley, 1988). All these instruments were translated into Chinese using a back translation procedure. The translated instruments were validated in the present study through reliability and validity tests.
520 $a The study explored the complicated issues of gender discrepancy in the Chinese higher educational system in both a qualitative and quantitative way. Null hypothesis testings showed that parental educational levels, parental expectations, self-esteem, social support, and previous academic achievement had significant relationship with educational aspirations. Also, a significant negative relationship between family size and educational aspirations was detected. In addition, significant differences in educational aspirations were found in urban/rural residency as well as the early/later-born groups. Furthermore, significant changes in perceived social support from family and friends were reported by these Chinese women after they moved to the United States. The respondents also reported gender-biased parental educational expectations. Structural equation modeling further explored the cause-effects of the five variables (parental educational levels, social support, parental educational expectations, the respondents' self-esteem and previous academic achievement) on educational aspirations. The findings of the study revealed that women's education in China was influenced by the joint effects of the four ecological systems, and that parental influence exerted the most important influence on the respondents' educational aspirations.
520 $a This study contributed to the study of Chinese women's education in both a qualitative and quantitative way. The proposed model provided a theoretical basis on theory development in this field. The findings of the study included policy applications and suggestions for future studies. Finally, through this study, a valid Chinese translation of the Culture-Free Self-Esteem Inventory (CFSEI-2) and the Multidimensional Scale of Perceived Support (MSPSS) was developed.
590 $a School code: 0112.
650 4 $a Education, Higher. $3 543175
650 4 $a Women's Studies. $3 1017481
650 4 $a Education, Sociology of. $3 626654
690 $a 0745
690 $a 0453
690 $a 0340
710 2 0 $a Loyola University of Chicago. $3 1249345
773 0 $t Dissertation Abstracts International $g 60-05A.
790 1 0 $a Kavanagh, Jack A., $e advisor
790 $a 0112
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9930594