Education in East Asian Societies: Postwar Expansion and the Evolution of Inequality

2019 ◽  
Vol 45 (1) ◽  
pp. 625-647 ◽  
Author(s):  
Emily Hannum ◽  
Hiroshi Ishida ◽  
Hyunjoon Park ◽  
Tony Tam
Keyword(s):  
World War Ii ◽  
Academic Success ◽  
Returns To Education ◽  
Educational Opportunity ◽  
Educational Inequality ◽  
Educational Expansion ◽  
World War ◽  
Horizontal Stratification ◽  
Matched Comparison ◽  
Inequality Of Educational Opportunity

This article reviews research on the coevolution of educational expansion and educational inequality within China, Japan, South Korea, and Taiwan in the post–World War II period. These societies are often lauded for their spectacular economic growth, widespread commitment to investing in education, and intense competition for academic success. This review first considers organizational sorting and horizontal stratification within the educational system, followed by returns to education in the labor market and then the inequality of educational opportunity, with special attention to the nominal versus positional approaches to measuring education. This combination of regional focus and substantive diversity offers the leverage of an approximately matched comparison. The findings demonstrate that there are significant heterogeneities in the coevolution of educational expansion and inequality among these societies with strong cultural and political ties. The findings also suggest complex causal and contingent relationships among educational expansion, educational stratification, returns to education, and inequality of opportunity.

scholarly journals The Effect of the Post-Socialist Transition on Inequality of Educational Opportunity: Evidence from German Unification

2019 ◽  
Vol 35 (4) ◽  
pp. 461-473
Author(s):  
Bastian A Betthäuser
Keyword(s):  
Large Scale ◽  
Educational Opportunity ◽  
Educational Inequality ◽  
East Germany ◽  
West Germany ◽  
German Unification ◽  
Federal Republic Of Germany ◽  
East And West Germany ◽  
East And West ◽  
Inequality Of Educational Opportunity

Abstract In 1990, German unification led to an abrupt and extensive restructuring of the educational system and economy of the German Democratic Republic (GDR) as the latter was reintegrated into the Federal Republic of Germany (FRG). However, the consequences of this large-scale institutional change for the educational inequality between children from different social class backgrounds in East Germany continue to be poorly understood. This article seeks to shed new light on this question by using a quasi-experimental approach to examine the difference in educational inequality between East and West Germany before and after German unification. We compare changes in the class gradient in the attainment of comparable school and university qualifications in East and West Germany across six birth cohorts, including three cohorts of individuals who completed their schooling after unification. We find that before unification, inequality of educational opportunity at the mid-secondary, upper-secondary and tertiary level was substantially lower in East Germany than in West Germany and that unification led to a substantial and sustained convergence of the level of inequality of educational opportunity in East Germany towards that of West Germany.

A Brief Biography of Urgunge Onon

Inner Asia ◽  
2000 ◽  
Vol 2 (1) ◽  
pp. 3-7
Author(s):  
Temujin Onon
Keyword(s):  
World War Ii ◽  
Educational Opportunity ◽  
Adult Life ◽  
Boarding School ◽  
World War ◽  
Rural People ◽  
Horse Riding ◽  
North Eastern ◽  
Eastern Inner Mongolia ◽  
Personal Philosophy

AbstractUrgunge, of the Onon clan of Daur Mongols was born on the eleventh day of the eleventh lunar month 1919 in a village in north-eastern Inner Mongolia. His people hunted and farmed in a remote area near the Manchurian border and had retained some ancient Mongolian customs and a spoken dialect long-since lost by the majority of Mongols. During his youth he enjoyed participating in the traditional Mongolian pursuits of wrestling, horse riding and hunting but also, almost mysteriously, acquired an intuitive understanding of shamanic rituals and practices which were still surviving in his native area at that time. He himself considered that shamanism had a profound influence on the Mongols at the time of Chinggis and was an important factor in their military and political success. It was this shamanism which continued to influence his personal philosophy throughout his adult life. As a young teenager he experienced the suffering caused by war and banditry which were endemic in Manchuria at that time and was himself captured and held hostage by bandits. Following his release his family were able to send him to a Japanese-sponsored boarding school – a rare educational opportunity for ordinary rural people at that time. The school was near Tsitsihar and he was soon introduced to life in an industrialised and commercial environment. Having become proficient in Japanese he did well enough at school to be selected to attend university in Japan where he gained a diploma in political science from Toyo University in Tokyo in 1944. The years spent in Japan during World War II were difficult for all the Mongolian students there but it was in Japan that he first became fascinated by the West, and America in particular, from watching films and newsreels.

Privatization Reform and Inequality of Educational Opportunity: The Case of Chile

2005 ◽  
Vol 78 (4) ◽  
pp. 316-343 ◽  
Author(s):  
Florencia Torche
Keyword(s):  
Educational Opportunity ◽  
Educational Inequality ◽  
Cohort Analysis ◽  
The Past ◽  
Voucher Schools ◽  
Voucher System ◽  
The Relationship ◽  
Persistent Inequality ◽  
Transition To Secondary Education ◽  
Inequality Of Educational Opportunity

Chile has experienced considerable educational expansion over the past few decades, as well as a privatization reform in 1981 that introduced full parental choice through a voucher system, in the context of a market-oriented transformation of the country. Using a cohort analysis of the 2001 Chilean Mobility Survey, this article examines trends in educational stratification in Chile over the past 50 years, with a focus on the changes that followed the privatization reform. The analysis shows that, in line with international findings, there is “persistent inequality” of educational opportunity across cohorts in Chile. Persistent inequality is not total, however. There is a small but significant increase in inequality in the transition to secondary education, which is cotemporaneous with the market-oriented transformation. Furthermore, when school sector-a form of “qualitative inequality” expressed in the distinction among public, private-voucher, and private-paid schools-is considered, the analysis suggests an increase in the advantages that are associated with private-voucher schools after the privatization reform, as well as in the benefits of attending private-paid schools during and after the reform. The article concludes by discussing the relationship among economic context, privatization reform, and educational inequality.

Intergenerational Mobility and Social Fluidity in France over Birth Cohorts and Across Age

2020 ◽  
pp. 91-121 ◽  
Author(s):  
Louis-André Vallet
Keyword(s):  
Social Mobility ◽  
Educational Opportunity ◽  
Educational Expansion ◽  
Relative Importance ◽  
Birth Cohorts ◽  
Men And Women ◽  
Two Factors ◽  
Social Fluidity ◽  
Occupational Career ◽  
Inequality Of Educational Opportunity

Using the 1970, 1977, 1985, 1993, and 2003 Formation et Qualification Professionnelle (INSEE) surveys, this chapter analyzes how intergenerational social mobility and social fluidity have evolved in France for men and women born between 1906 and 1973. It demonstrates that the statistical association between class of origin and class of destination has become weaker in recent cohorts than in older ones, and also that the same association diminishes with age, i.e., along the occupational career. It demonstrates that change in education has played a key role in the process of increasing social fluidity. In the 1945–54 cohort, the reduction in inequality of educational opportunity is the main factor and the educational expansion is the secondary factor for explaining the reduction of the association between class of origin and class of destination, but the relative importance of these two factors is reversed in the 1955–64 and 1965–73 cohorts.

Creating the Suburban School Advantage

2020 ◽  
Author(s):  
John L. Rury
Keyword(s):  
World War Ii ◽  
School Districts ◽  
Kansas City ◽  
Educational Inequality ◽  
Mirror Image ◽  
School Systems ◽  
World War ◽  
Urban Centers ◽  
Big City ◽  
Center City

This book explains how American suburban school districts gained a competitive edge over their urban counterparts. It focuses on the period between 1950 and 1980, and presents a detailed study of metropolitan Kansas City, a region representative of trends elsewhere. While big-city districts once were widely seen as superior and attracted families seeking the best educational opportunities for their children, suburban school systems grew rapidly in the post-World War II era as middle-class and more affluent families moved to those communities. At the same time, economically dislocated African Americans migrated from the South to center-city neighborhoods, testing the capacity of urban institutions. As demographic trends drove this urban–suburban divide, a suburban ethos of localism contributed to the socioeconomic exclusion that became a hallmark of outlying school systems. As the book demonstrates, struggles to achieve greater educational equity and desegregation in urban centers contributed to so-called white flight and what Senator Daniel Patrick Moynihan considered to be a crisis of urban education in 1965. Despite the often valiant efforts made to serve inner city children and bolster urban school districts, this exodus, the book argues, created a new metropolitan educational hierarchy—a mirror image of the urban-centric model that had prevailed before World War II. The stubborn perception that suburban schools are superior, based on test scores and budgets, has persisted into the twenty-first century and instantiates today's metropolitan landscape of social, economic, and educational inequality.

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