UIUC
On the Nexus of Local and Global Chinese college students in the era of global economic restructuring Yan Zhao Ciupak, PhD
[email protected]
Today’s Talk
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Ciupak’s Research
The Chinese Students Project
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China’s Institutional Change
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Social Class and Education Choice
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Classed Spatial Strategies
Yan Ciupak
Ciupak’s Research Education of Immigrant Children
Ciupak, Y.(Forthcoming). Education of immigrants' children. in Some & Pierre(Eds.) Re-defining America: The new wave of minority students and immigrants of color. Charlotte: Information Age Publishing. Weis, L., Ciupak, Y., Meyers, M. (2011). Sociology of Education in the United States. In S.Tozer, B.Gallegos & A.Henry (Eds.) Handbook of Research in the Social Foundations of Education. New York: Routledge.
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Globalization, Chinese Edu & Society Ciupak, Y. (In Press). The changing educational opportunity structure in China: Positioning for access to higher education. In L. Weis & N. Dolby (Eds.) Social Class and Education: Global Perspectives. New York: Routledge. Ciupak, Y. (Forthcoming). On the nexus of local and global: Chinese higher education and college students in the era of globalization. New York: AMC Press
Yan Ciupak
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Using Immigrant Theories in Studying International Students?
John Ogbu's immigrant theories (cultural– ecological theory ); John Ogbu's neglection of Asian Americans in his studies Traditional assimilation theories-> "segmented assimilation (Portes and Zhou (1993) “ "selective acculturation (Portes & Rumbaut, 2001) Transculturation: "developmental process that portrays children of immigrants as actors of merging and converging cultures in multidirectional and synchronous ways (Oh & Cooc, 2011, p.401) The framework of multiple capitals-intellectual, financial, social, and cultural (Bourdieu) Yan Ciupak
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My Research on Chinese Students (in China) The purpose: Study structural changes through key actors’ lived experiences and policy analysis. To be more specific, this project explores how college students’ educational- and occupational related choices and experiences connect to the local and global change, and in relation to the students’ family and institutional backgrounds.
Yan Ciupak
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Major Methods: Policy analysis and interview data from 75 students enrolled in 21 institutions in developed and less developed regions in China—Beijing, Shanghai, Taiyuan, Xinzhou, Shandong The participants: 66 undergraduate students from 15 colleges of three tiers; 9 graduate students from 6 institutions. 6 administrators/ teachers were interviewed to supplement information on university policies, expectations, graduate job placements, etc. 6 parents Yan Ciupak
On the Nexus of Local and Global
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Glocal
Global: the market, the virtual community (internet), western commercialism …
Local: the state power (Hukou system), the rural/urban divide, regional disparity, traditional culture… Yan Ciupak
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China and the Global Economic Restructuring China and the new global economic map China’s higher education in the innovation shift debate
Yan Ciupak
China’s Economic Reform and Institutional Change Industrializing agrarian Society Nature of Chinese Society
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• Working class is splitting • Peasant class is shrinking New Social Stratification • Middle class is in the making
State Redistributive vs Market Dual Reward System
Yan Ciupak
Chinese Higher Education Admission Policy & Practice
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centrally controlled system The annual standardized test NCEE is practically the only selection criteria. Quota policy based on provinces plays a central role. Regional inequality --Favorable admission policies for the
municipalities directly under the Central Government (Beijing, Tianjin, Shanghai,etc. ) --The uneven distribution of education resources -- The residence registration system hukou
Yan Ciupak
Social Class and Education Choice in Globalizing China Anxiety of Competition: Chinese Urban Middle Class on the Rise
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Anxiety of being Left Behind: Chinese Rural Peasant Families
Yan Ciupak
The Middle Class: Anxiety of Competition Trendy Majors The Chinese middle class parents are anxious to frame their children’s choices around “trendy” majors related to the new global capital economy and institutions that provide ample global culture and experience.
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Western Credential “Maximally maintained nequality(Gamaron)” occurs with a classed spatial strategy, facilitated and encouraged by the educational markets on a world stage. Those who possess economic and cultural capitals begin to accumulate more valuable capitals and consolidate class by permeating national borders.
Yan Ciupak
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The Allure of a Western Credential International education in Asian middle class family’s seeking to access and accumulate economic, social, and cultural capitals (Mitchell 1997; Ong & Nonini 1997; Ong 1999). Abroad experience embodies cultural capital, reflects better English skill, more “modern” attitude and characters, etc. A more valuable form of institutionalized” cultural capital, hence a preferred qualification in employment screening in Asian countries. Returning as an integral spatial strategy Yan Ciupak
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The Peasants: Anxiety of Being Left Behind a middle class disposition/admiration for western culture and education. Decision making is characterized by ill-information, conservatism, and arbitrariness.
Yan Ciupak
Classed Spatial Strategies and Placemaking in the Global Modernity “outside” (wai4 mian) Middle class: major city, western countries Rural Peasants: leaving the rural area
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YC: What are your parents’ expectations? Bei: They expect me to get good social status, get out of our small city, go to a big city, and try to study abroad. My Dad thought that only in this way would my life be meaningful. Since junior high, my Dad had been suggesting that Beijing is a key city where I could broaden myself and get exposed to some international culture. They wanted me to go to Beijing. But I actually always liked Wuhan University. My interest is actually in engineering, not international trade. (Bei, F. Beijing University of Aeronautics and Astronautics) YC: What do you think your parents expect of you? Shan-feng: I'm all their hope. They want me to grow up well and find a good job. YC: What is a ‘good job’ according to your parents? Shan-feng: A secure job outside. YC: where does ‘outside’ refer to? Shan-feng: Fairly big cities, not in the countryside, away from the suffering land. The parents’ generation has been struggling and suffering their whole lives, therefore they hope I could leave the village for better opportunities. YC: Xinzhou city belongs to ‘outside’? (All the interviewees laughed). Shan-feng: (also laughing): Not really outside, but compared to a village, it's outside. Yan Ciupak (Shan-feng, M, Xinzhou Teacher’s College)
Is the World Flat? Both groups show aspiration and admiration for global culture, urbanity, and modernity
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Urban middle class students: “think and act locally and globally” Rural peasant students are “dreaming globally, planning locally”.
Yan Ciupak
UIUC
