TY  - CHAP
AB  - A strong relationship exists in many cultures between ethnic identity and educational success. This study was conducted at a teacher training university in Southwest China in 1997. It examines how ethnic minority students, through a series of micro-level interactions, construct “scholar selves” within their families, villages, and schools. The study also looks at how macro-level structural supports, built into the Chinese education system, help minority students overcome obstacles to academic success. These supports include special schools and classes for ethnic students, training teachers for nationality areas, financial support for minority education and additional points awarded on national examinations. The chapter suggests what scholars and practitioners might learn from an educational system that demonstrates the characteristics of flexibility, inclusiveness and cohesiveness.
VL  - 7
SN  - 978-1-78052-641-6, 978-1-78052-640-9/1479-358X
DO  - 10.1108/S1479-358X(2012)0000007018
UR  - https://doi.org/10.1108/S1479-358X(2012)0000007018
AU  - Benton Lee MaryJo
AU  - Hong Li
AU  - Lihui Luo
ED  - Walter R. Allen
ED  - Robert T. Teranishi
ED  - Marguerite Bonous-Hammarth
PY  - 2012
Y1  - 2012/01/01
TI  - Minority Student Success in Southwest China: Identity Work and its Structural Supports
T2  - As the World Turns: Implications of Global Shifts in Higher Education for Theory, Research and Practice
T3  - Advances in Education in Diverse Communities
PB  - Emerald Group Publishing Limited
SP  - 345
EP  - 366
Y2  - 2024/04/24
ER  -