This book offers an in-depth examination of how family background shapes inequalities in children’s academic performance and cognitive skill development in China.
This book offers an in-depth examination of how family background shapes inequalities in children’s academic performance and cognitive skill development in China. It further identifies key mediating mechanisms—including living arrangements, family investments, parenting practices, and private tutoring—that help explain how these disparities emerge and persist.
While repeated cross-sectional data are valuable for examining macro-level social changes over time, they are inherently limited in their ability to capture individual-level dynamics and identify underlying causal mechanisms. To overcome these limitations, sociologists of China have increasingly turned to the rich, high-quality longitudinal data provided by the China Family Panel Studies (CFPS), launched in 2010, to investigate social and economic inequality across multiple levels and domains. The essays in this volume draw exclusively on CFPS data and collectively examine how families shape children’s educational attainment, highlighting a range of intervening pathways. Together, these studies provide a coherent and empirically rigorous understanding of the mechanisms through which family background contributes to educational inequality in contemporary China.
This book will be an important resource for researchers and academics of Chinese sociology and demography. The articles were originally published in various issues of Chinese Sociological Review.
Introduction: Using the China Family Panel Studies (CFPS) to Study the
Role of Family in Educational Stratification in China
1. An Introduction to
the China Family Panel Studies (CFPS) 2.. Cognitive Ability: Social
Correlates and Consequences in Contemporary China
3. Family Background,
Private Tutoring, and Childrens Educational Performance in Contemporary
China
4. Unfulfilled Promise of Educational Meritocracy? Academic Ability and
Chinas Urban-Rural Gap in Access to Higher Education.
5. Are Children from
Divorced Single-Parent Families Disadvantaged? New Evidence from the China
Family Panel Studies
6. The influence of family background on educational
expectations: a comparative study
7. Dual pathways of intergenerational
influence over multiple generations
8. Fathering, living arrangements, and
child development in China
9. Parental perceptions of economic inequality and
investment in education in China
10. Changes in family investment in
childrens out-of-school education in China, 20102018
11. Early childhood
growth trajectories and early adolescent cognitive achievement: the role of
catch-up
12. Preschool advantage: economic disparities in the long-term
effects of early childhood education on cognitive development in China
Xiaogang Wu is the Yufeng Global Professor of Social Science and Professor of Sociology at NYU Shanghai and New York University, and the Founding Director of the Center for Applied Social and Economic Research (CASER) at NYU Shanghai. His research and teaching interests include Chinese society, social inequality and stratification, survey and quantitative methods, and urban sociology. He has been serving as the Chief Editor of Chinese Sociological Review since 2011. He was a Co-Principal Investigator (Co-PI) of the Chinese General Social Survey (CGSS) and a member of international advisory board of the China Family Panel Studies (CFPS).
