Abstract
The process by which a field of study emerges in a developing society such as China is highly complex. The factors affecting such a process in any society might include: the assumptions underlying the nature of knowledge in the field, the structure of the communities of discourse and social commitment, the structure of higher education, the level of legitimacy of a parent discipline, relationship to other fields of study, academic interchange with other societies where the field of study has already been established, the background of the individuals who take the lead in establishment of the field of study, resources available, establishment of journals and other printed matter, specialty associations that identify, recruit, and bring together members of the new field of study, and a host of other factors. The emergence of sociology of education in China hinges on such factors.
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