Abstract
Using sample data from the China General Social Survey (CGSS2021), this study employs econometric methods based on the basic cost-benefit economics perspective. It investigates the relationship between educational investment and labor income in China in recent years, utilizing the Mincer earnings model as well as an extended model incorporating additional control variables. An Ologit model is constructed to analyze the impact of gender, ethnicity, family economic status, and regional registration on educational attainment among the sample population. Furthermore, the study compares educational returns across different genders, regions, workplaces, and job positions. Finally, based on empirical analysis, suggestions are proposed to enhance individual income levels and optimize the allocation of social educational resources from both individual and environmental perspectives.
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