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Shadow Education and Its Implication for Quality and Equality of Education: A Comparison of Mainland China and Hong Kong.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Shadow Education and Its Implication for Quality and Equality of Education: A Comparison of Mainland China and Hong Kong./
Author:	Li, Jiali.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	242 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:	Dissertations Abstracts International80-06A.
Subject:	Educational sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11012232
ISBN:	9780438659346

Shadow Education and Its Implication for Quality and Equality of Education: A Comparison of Mainland China and Hong Kong.
Li, Jiali.

Shadow Education and Its Implication for Quality and Equality of Education: A Comparison of Mainland China and Hong Kong. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 242 p.

Source: Dissertations Abstracts International, Volume: 80-06, Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2018.

This item must not be sold to any third party vendors.

After-school tutoring is called shadow education because the existence of after-school tutoring depends on formal schooling; tutoring content and scope changes with changes in formal schooling; and the curriculum in after-school tutoring mimics the curriculum in schools. Shadow education is a set of after-school educational activities aiming to enhance students' academic performance and opportunities for further studies. The demand for shadow education is particularly high in East Asian societies, such as Mainland China and Hong Kong, where Confucian culture is deeply rooted with a strong emphasis on the value of education and efforts. Shadow education is expected to provide significantly positive returns to students, yielding increases in academic achievement and competitiveness. However, shadow education might impose heavy pressure on parents and students, disrupt the public education system, and exacerbate educational inequalities. Based on the data sets of PISA 2015 of Mainland China (Beijing-Shanghai-Guangdong-Jiangsu) and Hong Kong, this study attempts to examine the scale of shadow education, identify the factors that explain the demand for shadow education by using Hierarchical Generalized Linear Model (HGLM), and analyze the effect of shadow education on quality and equality of education by using Hierarchical Linear Model (HLM) and Stratification-Multilevel Method(SM). A qualitative study is then conducted to interview students for elaborating the findings from the quantitative analysis. Family Capital, Supply and Demand Theory, Positive/ Negative Selection Choice, Rational Choice Theory, and Theory of Planned Behavior are adopted to interpret the quantitative and qualitative data. The whole sample includes 9,841 Mainland Chinese students and 5,359 Hong Kong students at the age of 15. The interview was conducted with 17 Mainland Chinese students and 6 Hong Kong students at the age of 15 in December 2017 to April 2018. The major findings of the study are summarized below: Regarding the scale of shadow education in Mainland China and Hong Kong, the findings indicate that 58%-77% of the 15-year-old students received tutoring on Science, Mathematics and Chinese. Students' participation in Mathematics and Chinese tutoring in Hong Kong was slightly higher than that in Mainland China in 2015. Small group tutoring was the most popular in Mainland China while one-on-one tutoring was the most popular in Hong Kong. Tutoring provided by regular school teachers constituted the largest part of tutoring in both Mainland China and Hong Kong, and students from Mainland China need to pay school teachers tuition fee but not so for Hong Kong students. In identifying the determinants of shadow education, family capital and institution quality had significant impact on the likelihood of students' tutoring attendance. In terms of family capital, the relationships between family capital and shadow education were different in Mainland China and Hong Kong. Social capital negatively predicted the likelihood of tutoring participation for Mainland Chinese students, while cultural capital (cultural resources) and economic capital posed significantly positive impact. As for Hong Kong students, cultural capital (cultural resources and educational resources) exerted positive influence on tutoring participation while social capital and economic capital had no significant influence. Considering the institution quality, the students were more likely to participate in tutoring when they were in a school with lower ratio of teachers with a master degree in Mainland China. On the other hand, in Hong Kong, the quality of schooling resources and teacher had no significant impact on students tutoring attendance. It appears that when the quality of school teachers fails to meet the demand of the students in Mainland China, students choose to receive shadow education as supplement. In examining the relation between shadow education and quality and equality of education, the findings of the study reveal that shadow education may not be able to improve students' achievement, but it might possibly exacerbate educational equality by enlarging the achievement gap among students with different characteristics and social backgrounds in both Mainland China and Hong Kong. However, those Hong Kong students who were least likely to receive shadow education might benefit more from participating in certain tutoring classes (such as small group of science tutoring, tutoring provided by specialized tutors), and this finding will provide insight for policymakers on how to reduce educational inequality by making use of shadow education. Finally, the motivations and the decision-making processes for attending shadow education varied between students from Mainland China and Hong Kong. Both of these students believed that receiving tutoring was beneficial to their academic performance. For Mainland Chinese students, subjective norms from parents' demand, pressure brought by parents' friends and peers played the most critical role in students' decision-making. For Hong Kong students, subjective norm from fulfilling their need for self-learning was the most critical.

ISBN: 9780438659346Subjects--Topical Terms:

519608
Educational sociology.
Subjects--Index Terms:

Comparative study

Shadow Education and Its Implication for Quality and Equality of Education: A Comparison of Mainland China and Hong Kong.
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520 $a After-school tutoring is called shadow education because the existence of after-school tutoring depends on formal schooling; tutoring content and scope changes with changes in formal schooling; and the curriculum in after-school tutoring mimics the curriculum in schools. Shadow education is a set of after-school educational activities aiming to enhance students' academic performance and opportunities for further studies. The demand for shadow education is particularly high in East Asian societies, such as Mainland China and Hong Kong, where Confucian culture is deeply rooted with a strong emphasis on the value of education and efforts. Shadow education is expected to provide significantly positive returns to students, yielding increases in academic achievement and competitiveness. However, shadow education might impose heavy pressure on parents and students, disrupt the public education system, and exacerbate educational inequalities. Based on the data sets of PISA 2015 of Mainland China (Beijing-Shanghai-Guangdong-Jiangsu) and Hong Kong, this study attempts to examine the scale of shadow education, identify the factors that explain the demand for shadow education by using Hierarchical Generalized Linear Model (HGLM), and analyze the effect of shadow education on quality and equality of education by using Hierarchical Linear Model (HLM) and Stratification-Multilevel Method(SM). A qualitative study is then conducted to interview students for elaborating the findings from the quantitative analysis. Family Capital, Supply and Demand Theory, Positive/ Negative Selection Choice, Rational Choice Theory, and Theory of Planned Behavior are adopted to interpret the quantitative and qualitative data. The whole sample includes 9,841 Mainland Chinese students and 5,359 Hong Kong students at the age of 15. The interview was conducted with 17 Mainland Chinese students and 6 Hong Kong students at the age of 15 in December 2017 to April 2018. The major findings of the study are summarized below: Regarding the scale of shadow education in Mainland China and Hong Kong, the findings indicate that 58%-77% of the 15-year-old students received tutoring on Science, Mathematics and Chinese. Students' participation in Mathematics and Chinese tutoring in Hong Kong was slightly higher than that in Mainland China in 2015. Small group tutoring was the most popular in Mainland China while one-on-one tutoring was the most popular in Hong Kong. Tutoring provided by regular school teachers constituted the largest part of tutoring in both Mainland China and Hong Kong, and students from Mainland China need to pay school teachers tuition fee but not so for Hong Kong students. In identifying the determinants of shadow education, family capital and institution quality had significant impact on the likelihood of students' tutoring attendance. In terms of family capital, the relationships between family capital and shadow education were different in Mainland China and Hong Kong. Social capital negatively predicted the likelihood of tutoring participation for Mainland Chinese students, while cultural capital (cultural resources) and economic capital posed significantly positive impact. As for Hong Kong students, cultural capital (cultural resources and educational resources) exerted positive influence on tutoring participation while social capital and economic capital had no significant influence. Considering the institution quality, the students were more likely to participate in tutoring when they were in a school with lower ratio of teachers with a master degree in Mainland China. On the other hand, in Hong Kong, the quality of schooling resources and teacher had no significant impact on students tutoring attendance. It appears that when the quality of school teachers fails to meet the demand of the students in Mainland China, students choose to receive shadow education as supplement. In examining the relation between shadow education and quality and equality of education, the findings of the study reveal that shadow education may not be able to improve students' achievement, but it might possibly exacerbate educational equality by enlarging the achievement gap among students with different characteristics and social backgrounds in both Mainland China and Hong Kong. However, those Hong Kong students who were least likely to receive shadow education might benefit more from participating in certain tutoring classes (such as small group of science tutoring, tutoring provided by specialized tutors), and this finding will provide insight for policymakers on how to reduce educational inequality by making use of shadow education. Finally, the motivations and the decision-making processes for attending shadow education varied between students from Mainland China and Hong Kong. Both of these students believed that receiving tutoring was beneficial to their academic performance. For Mainland Chinese students, subjective norms from parents' demand, pressure brought by parents' friends and peers played the most critical role in students' decision-making. For Hong Kong students, subjective norm from fulfilling their need for self-learning was the most critical.
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