Intersections of gender and rurality in rural girls’ education in China
Intersections of gender and rurality in rural girls’ education in China
While female participation in education has increased at all levels in China with the constitutional gender equality policy, the attendance and achievement gap are still wide between rural and urban students, and rural girls in particular, are lagging behind. Contemporary studies on rural education in China lack an intersectional perspective of combining gender and rurality when studying educational inequalities faced by rural girls. This study draws upon 24 secondary case studies featuring rural Chinese girls’ educational experiences and applies the intersectionality framework to explore how the nexus of gender and rurality impact rural girls’ education opportunities. The findings reveal three themes: 1) gendered expectations and financial difficulties, 2) gendered practices in allocating restricted household resources, and 3) the overwhelming emotional labour that rural girls have to perform in their educational journey. The selected case studies were published between 2000 and 2022 and included participants aged from 9 to over 80 who reflected on their educational experiences from the 1930s to the present. With such expansive periods, this study shows that the meanings of the intersectional categories under exploration and their impacts on rural girls’ education vary with time and contexts. This study contributes to the contextualisation and dynamics of the intersectionality framework in researching Chinese rural girls’ education over time, and calls attention to education inequalities caused by intersectional disadvantages and makes accommodations to provide equal, accessible, and affordable quality education to rural girls in China.
Wang, Shuling
dc178e2e-4e5c-4c91-89dd-dff329ba9426
15 March 2023
Wang, Shuling
dc178e2e-4e5c-4c91-89dd-dff329ba9426
Wang, Shuling
(2023)
Intersections of gender and rurality in rural girls’ education in China.
STORIES Conference 2023: Shifting Sands in Education: Environment, EdTech, and Equity, University of Oxford, Oxford, United Kingdom.
15 - 16 Mar 2023.
Record type:
Conference or Workshop Item
(Paper)
Abstract
While female participation in education has increased at all levels in China with the constitutional gender equality policy, the attendance and achievement gap are still wide between rural and urban students, and rural girls in particular, are lagging behind. Contemporary studies on rural education in China lack an intersectional perspective of combining gender and rurality when studying educational inequalities faced by rural girls. This study draws upon 24 secondary case studies featuring rural Chinese girls’ educational experiences and applies the intersectionality framework to explore how the nexus of gender and rurality impact rural girls’ education opportunities. The findings reveal three themes: 1) gendered expectations and financial difficulties, 2) gendered practices in allocating restricted household resources, and 3) the overwhelming emotional labour that rural girls have to perform in their educational journey. The selected case studies were published between 2000 and 2022 and included participants aged from 9 to over 80 who reflected on their educational experiences from the 1930s to the present. With such expansive periods, this study shows that the meanings of the intersectional categories under exploration and their impacts on rural girls’ education vary with time and contexts. This study contributes to the contextualisation and dynamics of the intersectionality framework in researching Chinese rural girls’ education over time, and calls attention to education inequalities caused by intersectional disadvantages and makes accommodations to provide equal, accessible, and affordable quality education to rural girls in China.
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Published date: 15 March 2023
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STORIES Conference 2023: Shifting Sands in Education: Environment, EdTech, and Equity, University of Oxford, Oxford, United Kingdom, 2023-03-15 - 2023-03-16
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Local EPrints ID: 488254
URI: http://eprints.soton.ac.uk/id/eprint/488254
PURE UUID: b4960392-9fc2-499d-8bdc-95a781dbabad
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Date deposited: 19 Mar 2024 17:40
Last modified: 23 Mar 2024 03:13
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Author:
Shuling Wang
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