Issues of educational inequality have been hotly debated in China ever since the higher educational reform in the late 1990s. High tuitions and the privileged access of advantaged groups are attracting more peoples concerns. This thesis examines the current status of Chinese student access to higher education in the post-reform era, and explores the urban-rural and strata differences among students with different social origins and family backgrounds. The expansion and tuition reform of Chinese higher education not only poses financing college as the biggest difficulty for those disadvantaged groups, but also perpetuates the established social hierarchy. This thesis finds that, despite the progress made in equalizing access by urban-rural and strata origins at the mass higher education era in China, disadvantaged groups remain their unfavorable status in accessing higher education, as compared to their counterparts who are economically, culturally, and socially superior. The initial quantitative access differences are gradually turning into qualitative disparities, the higher the demand for the university or/and major, the more urban and higher socioeconomic students enroll. The theories of financial, cultural, and social capital were employed in the thesis and provide a plausible explanation to the continuing disadvantaged status of poor groups. The methodology used is mainly a quantitative technique that resorts on a variety of secondary data, such as national and provincial yearbooks of educational statistics and census, large sample surveys, and case studies from previous research. The findings will have many policy implications concerning the expansion, financing, and affordability of higher education in China.

Issues of educational inequality have been hotly debated in China ever since the higher educational reform in the late 1990s. High tuitions and the privileged access of advantaged groups are attracting more peoples concerns. This thesis examines the current status of Chinese student access to higher education in the post-reform era, and explores the urban-rural and strata differences among students with different social origins and family backgrounds. The expansion and tuition reform of Chinese higher education not only poses financing college as the biggest difficulty for those disadvantaged groups, but also perpetuates the established social hierarchy. This thesis finds that, despite the progress made in equalizing access by urban-rural and strata origins at the mass higher education era in China, disadvantaged groups remain their unfavorable status in accessing higher education, as compared to their counterparts who are economically, culturally, and socially superior. The initial quantitative access differences are gradually turning into qualitative disparities, the higher the demand for the university or/and major, the more urban and higher socioeconomic students enroll. The theories of financial, cultural, and social capital were employed in the thesis and provide a plausible explanation to the continuing disadvantaged status of poor groups. The methodology used is mainly a quantitative technique that resorts on a variety of secondary data, such as national and provincial yearbooks of educational statistics and census, large sample surveys, and case studies from previous research. The findings will have many policy implications concerning the expansion, financing, and affordability of higher education in China.

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Education." Includes bibliographical references (p. 309-318).

Most research on low-income, racial minority students' access to higher education has been conducted in urban communities. Little research explores these students' experiences within rural settings. Using Ríos-Aguilar, Kiyama, Gravitt and Moll's framework (2011) that bridges Yosso's (2005) "community cultural wealth" with alternative forms of capital, this case study investigated how three alumni students from a low-income, rural, border community accessed information and resources for college within their school, homes and community. Narratives, one-on-one interviews, and a survey questionnaire helped determine multiple forms of capital participants leveraged towards higher education. Participants' college pursuits and choices were influenced by information from family members, teachers and guidance counselors, community scholarships, and emotional support of family, friends, and community members. Research must continue to follow the experiences of rural, low-income, minority students access to higher education and create better opportunities and connections for them to attend college.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 270-291). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed.D.)--University of Wollongong, 2009. / Typescript. Includes bibliographical references: leaf 253-265.

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Sponsor: Philip Fey. Dissertation Committee: Kathleen Loughlin. Includes bibliographical references (leaves 312-322).

Digest of Thesis (Ph. D.)--University of Minnesota, 1931. / Vita. Bibliography: p. 55-56.

Thesis (Ph. D.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 292-307).