Comparative Experiences of Underrepresented Elementary Students: A Historical Analysis of Educational Inequality in the United States and China

Abstract

As educational systems around the world grapple with issues of diversity, inclusion, and equity, understanding the challenges faced by underrepresented groups becomes increasingly critical. Against this backdrop, this paper aims to investigate the unique experiences of underrepresented students within the educational systems of the United States and China, two countries with distinct historical, cultural, and social contexts. Drawing from intersectional identities such as race, ethnicity, socioeconomic status, and gender, the study offers a nuanced perspective on how systemic barriers have historically impacted these students' access to quality education in both nations. Utilizing a primarily historical analysis methodology, the paper delves into the foundational policies, societal attitudes, and key transformative events that have orchestrated the educational experiences for these groups. The study is anchored in robust theoretical frameworks including "education debt," "cultural capital," and "interest convergence," providing a comprehensive lens to understand the multi-layered challenges and opportunities these students face. Our findings reveal both persistent challenges and evolving dynamics, contextualizing individual experiences within the broader sociopolitical landscapes of the United States and China. The study aims to both guide future scholarly endeavors and inform policy interventions, thus contributing to a more inclusive and equitable educational landscape in both countries.