Abstract
This study aimed to quantitatively determine the sociocultural adaptation profiles of ethnic minority senior high school students in mainland China. A large-scale questionnaire survey of 1873 Grade 12 students from 31 interior ethnic boarding schools throughout China was conducted. Through exploratory and confirmatory factor analyses, the underlying structure of the sociocultural adaptation questionnaire was uncovered as consisting of three domains and six factors: General adaptation (daily life and school management), academic adaption (learning strategies and learning self-efficacy), and interaction adaptation (interethnic contact and cultural identity). By performing latent class analysis, four distinct sociocultural adaptation profiles of students were distinguished: The well-adapted group (28.0%), the general adaptation group (31.0%), the interaction adaptation group (24.4%), and the maladaptation group (16.6%). The results of chi-squared and variance analyses showed that the sociocultural adaptation profiles of ethnic minority senior high school students were significantly related to sociodemographic variables, such as ethnicity, class organization, hometown location, and family socioeconomic status. These profiles can be used to evaluate changes in ethnic minority students’ sociocultural adaptation and will contribute to the perfection of the ethnic minority boarding school system and the ultimate realization of inclusive and equitable quality education in China.
Highlights
The Education 2030 agenda, as a global programmatic document on education for sustainable development, focuses on inclusion and equity [1]
exploratory factor analysis (EFA) was performed on randomly selected subsets (n = 936) to examine the latent structure of the sociocultural adaptation questionnaire
By collecting questionnaires from 1873 ethnic minority senior high school students throughout mainland China, the current study presents a primary investigation of the sociocultural adaptation of these ethnic minority students
Summary
The Education 2030 agenda, as a global programmatic document on education for sustainable development, focuses on inclusion and equity [1]. Especially disadvantaged groups such as people with disabilities, immigrants, indigenous people, and ethnic minorities, should have the opportunity to receive equal, quality education and the chance of lifelong learning. There is no lack of empirical evidence highlighting the difficulties encountered by minority students in the education system worldwide [2,3,4,5]. Ethnic minority students often have lower academic achievement and weaker employment competitiveness [6]. To realize the equitable quality education goal, various policies and governmental strategies have been designed to enable students of different ethnicities and social class backgrounds to have the opportunity to receive equitable quality education. The study performance and employment competitiveness of all students have improved. China’s ethnic minority boarding school system provides access to quality education to students from border ethnic areas
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