Ethnic Minority Education Research Articles

Critical Insights into Ethnic Minority Education Policies in the People's Republic of China: A Study of the Dai Language Curriculum

This paper investigates the implementation of the Dai language curriculum within a culturally diverse school setting in Xishuangbanna, China. Employing a qualitative research methodology, including semi-structured interviews, observation, and document analysis, the study examines three key aspects: curriculum implementation, diverse perspectives, and the influence of Chinese Preferential Policies (CPPs). Originating from a 2017 directive by the Xishuangbanna Office of Education emphasizing bilingual education in Dai and Chinese Mandarin, the curriculum's inception and execution are analyzed. After conducting interviews and observations with various stakeholders, including Dai and non-Dai students, educators, parents, and community leaders, we discovered that Dai students have a strong connection to their cultural heritage. Moreover, non-Dai students are interested in exploring their own languages and cultures. Additionally, the study highlights the significant influence of CPPs on curriculum implementation, underscoring its role in facilitating development and community engagement. However, the paper argues that while CPPs-driven language education may benefit dominant ethnic groups, it may inadvertently hinder cultural inclusion for non-dominant groups within the educational framework. This paper contributes nuanced insights into the complexities surrounding the implementation of ethnic language curricula in culturally diverse educational settings, shedding light on both opportunities and challenges inherent in CPPs-driven educational policies.

Educated but on Social Security Disability Insurance: Minorities' Diminished Returns.

Educational attainment is widely regarded as a key predictor of economic and social outcomes in later life, including the likelihood of receiving Social Security Disability Insurance (SSDI). According to the Minorities' Diminished Returns (MDRs) theory, however, the benefits of education may be less pronounced for racial and ethnic minorities compared to non-Latino Whites. This study investigates whether the effects of education on the likelihood of receiving SSDI differ by race and ethnicity, focusing on Black and Latino Americans. The primary aim of this study was to examine the relationship between educational attainment (measured in years of schooling) and the likelihood of receiving SSDI, with a specific focus on exploring how this relationship varies by race and ethnicity, in line with the MDRs framework. Data were drawn from the Understanding America Study (UAS), a nationally representative, internet-based panel survey. The sample included Black, Latino, and non-Latino White U.S. adults. Our sample size was 12,975 adults over the age of 18. Logistic regression models were used to assess the association between educational attainment and receiving SSDI, adjusting for demographic variables such as age, sex, employment status, and marital status. Interaction terms between race/ethnicity and educational attainment were included to explore whether the returns on education varied across racial and ethnic groups. Higher educational attainment was significantly associated with a lower likelihood of receiving SSDI in the overall sample. However, consistent with the MDRs framework, the protective effect of education was significantly weaker for both Black and Latino individuals compared to non-Latino Whites. Black and Latino participants with similar levels of education as their non-Latino White counterparts were more likely to receive SSDI, reflecting diminished returns on educational attainment for these groups. This study provides strong evidence supporting the MDRs theory, demonstrating that the protective effects of education on the likelihood of receiving SSDI are not equally distributed across racial and ethnic groups. Black and Latino Americans experience weaker returns on their education when it comes to avoiding SSDI, likely due to structural inequalities and systemic barriers. These findings highlight the need for policies that address not only educational disparities but also the broader societal factors that limit the benefits of education for racial and ethnic minorities.

Linguistic Justice and Ethnic Minority Education in Vietnam

Linguistic Justice and Ethnic Minority Education in Vietnam

The Direction of Ethnic Vocational Education under the Way of “Positional Education”

The essence of education is to develop people and develop humanity. No matter what kind of education, must follow this essential provisions. Vocational education for ethnic minorities is an important link in the education chain and plays an important role in improving the quality of ethnic minority members and adapting to economic and social needs. However, the emergence of common assimilation and marketization in the objectives and courses of ethnic vocational education has brought about the lack of ethnic and professional characte ristics in ethnic vocational education, which has caused the problems such as the failure of the trained talents to meet the needs of local economic and social development. The concept of “positional education” has brought a new Angle of thinking about this issue to ethnic vocational education. Ethnic vocational education must first be accurately positioned, and then it can seek development.

Educación y acciones afirmativas para atender la diversidad étnica en Colombia

The Colombian State, starting with the 1991 Constitution, declared itself as a Social State of Law where the values of Human Rights become a fundamental pillar in the construction of an inclusive society that respects ethnic difference. In this sense, the article aims to describe the legislative developments, particularly, laws and decrees in which affirmative actions are materialized in order to guarantee the right to education of ethnic minorities from their realities and cultural particularities in Colombia, which which is fundamental for the fulfillment of other rights, such as identity, health, among others. To do this, a qualitative investigation is carried out focused on documentary analysis, taking as a reference the laws and decrees published since the Political Constitution of 1991. Documentary analysis is a research methodology that uses documents as a source of information. Documents can be of various types, such as books, articles, reports, etc. Document analysis allows the researcher to obtain information about a specific topic, understand different perspectives on a problem, and develop new ideas. The results show the legal advances in this matter. However, their weaknesses are also evident, which have led to difficulties for the population to effectively access the joy and enjoyment of education, based on its ethnic diversity.

Challenges faced by English education in ethical minority areas under the background of Bilingual Education Policy for ethical minority students: Taking Yunnan Province as an example

With the promulgation of the national bilingual education policy, the vast majority of ethnic minorities have learned to master both Mandarin Chinese and ethnic minority languages, providing them with more opportunities for their development, but it does not emphasize their foreign language skills to go out into the world. Therefore, the research theme of this paper is the challenges of English language education in ethnic minority areas in the context of bilingual education, taking Yunnan Province as an example. The study finds that there are three main challenges facing English language education for ethnic minorities. They are language teaching issues in ethical minority areas, English teacher issues in ethical minority areas, and people’s attitudes toward English learning in ethical minority areas. Firstly, there are a lot of problems with English teachers, such as the impact of minority languages on Han English teachers is big, insufficient teacher resources, low professional quality, and high turnover. Then, the students learn English with language transfer and are not interested in it. Finally, schools, teachers, parents, and students do not value English education enough.

A Comparative Study of Educational Opportunities for Disadvantaged Children in China and The United States--Taking Disadvantaged Children of Ethnic Minorities in The Two Countries as An Example

The issue of educational equity is a hot topic of concern to the whole society. Some researchers have found that there is a lack of educational opportunities for ethnic minority groups in China and the United States, but there is still a lack of unified explanation for the causes, current situation, and the advantages and disadvantages of solutions to the problem of educational equity for ethnic minorities in both countries. Therefore, this article conducts research on the education situation of ethnic minorities in both countries by collecting relevant data and summarizing and analyzing the data. Research has found significant differences in the causes and current situation of ethnic minority education issues between China and the United States, and there is also room for improvement in existing solutions. Therefore, China and the United States need to develop precise measures that are suitable for their own specific situations based on their respective special circumstances to address the issue of educational equity faced by ethnic minorities.

A review of research on equity in higher education for minority students

In recent years, the issue of equity in higher education for minority students has been a hot topic in academic research. From the perspective of ethnic minority students, this study explores the issue of educational equity in higher education. The collected papers mainly focus on "Research on the equality of admission opportunities for Ethnic minority students", "Research on preferential admission policies for Ethnic Minority Students in college entrance examination" and "Research on solutions to problems in Ethnic minority education based on educational equity". This paper summarizes the existing problems in the development of higher education for minority students from three aspects: starting point, process and result of higher education, and puts forward corresponding effective measures.

Exploration of English Teaching Reform in Preparatory Education for Ethnic Minorities with the Guidance of OBE—Taking Preparatory Education for Ethnic Minorities in Aba Tibetan and Qiang Autonomous Prefecture as an Example

Exploration of English Teaching Reform in Preparatory Education for Ethnic Minorities with the Guidance of OBE—Taking Preparatory Education for Ethnic Minorities in Aba Tibetan and Qiang Autonomous Prefecture as an Example

Ethnic Minority Education in Myanmar

This observe explores ethnic minority education in Myanmar through a quantitative evaluation of demographic traits, academic overall performance, get entry to to instructional sources, and perceptions of the getting to know surroundings amongst three hundred participants. The findings reveal a balanced gender distribution and variations in ethnic illustration, emphasizing the want for focused interventions. Despite stereotypes, the moderately excessive imply GPA underscores educational achievements among ethnic minority students. Positive perceptions of library availability advise a robust basis, while demanding situations in computer get entry to factor to areas for development. The take a look at highlights the significance of fostering inclusive and culturally responsive mastering environments to address nuanced perspectives. As Myanmar ambitions for national harmony and sustainable improvement, those findings make a contribution to shaping rules and interventions for an equitable schooling device that embraces the wealthy diversity of its ethnic minority students.

A Cost-Benefit Analysis of Individual Investment in English Language Education for Ethnic Minorities in Yanbian

As a cross-discipline between linguistics and economics, the Economics of Language has been widely discussed by scholars both at home and abroad in recent years as economic globalization advances. Among them, English, as the most widely spoken language in the world, is involved in many economic activities of human beings. The location disadvantage of inland minority regions makes their average English education level low. Therefore, this study analyzes the costs and benefits of individual English education investment based on the Economics of Language and human capital investment theory, using questionnaire survey method and cost-benefit analysis method in economics, and taking English majors of Yanbian minority as the research object. The results of the study show that the benefits of personal investment in foreign language education of English majors in Yanbian minority areas outweigh the costs, and it is also an effective economic investment behavior. The results of this study can also provide an empirical basis for the formulation of policies on English education and economic development in ethnic minority regions. And to a certain extent, they can contribute to the economic development of ethnic minority regions, promote foreign communication and provide some help for regional language policies.

Diversity in private education: The impact of racial discrimination on students' mental health

Minority students and their families have viewed attending private schools as a way to increase their social and financial mobility. The Supreme Court case of Runyon vs McCrary (1976) prohibited private schools from excluding students based on race or ethnicity which led to increased access to quality education for racial and ethnic minorities. Private schools generally have more funding, resources, and due to smaller class sizes, students typically have more access to their teachers than students who attend public schools. Longstanding neglect of many racial and ethnic minority communities has resulted in their public schools being understaffed and overpopulated amongst other systemic issues. To break the generational cycle of unequal access to education that many minorities experience in America, families send their children to private schools and in some cases, students choose this themselves. While the increase in access to resources and quality of education is often indisputable, it is crucial to carefully consider the experience of being a racial and ethnic minority in these settings and if this experience is like that of their white peers.

The Challenges of Education Development of Ethnic Minorities in Vietnam and Handling Solutions

Education for ethnic minorities (EM) in Vietnam faces different challenges. In each stage of the country’s development, it stands before the difficulties and problems rooted in various specific socio-economic and cultural factors. In the present, even though the government has put many efforts to develop EMs, the gap between the ethnic majority and EMs is still not narrowed, even unchanged in some aspects. Being one of the decisive factors for the development of EMs, education should be put in the centre of the efforts of the Vietnam government. This article analyses some challenges to the education development of EMs. The concept covering the contents of this article is that in any country, especially in Vietnam as a developing country, the government cannot narrow the development gap between ethnic majority Kinh on the one hand and EMs on the other hand if the latter’s right to education is not appropriately provided and duly implemented.

The study of higher education policy in remote rural areas of Australia——what can China learn

“National Regional, Rural and Remote Tertiary Education Strategy Final Report” is a national strategic policy aimed at promoting higher education development and personal education welfare of Australians in regional, remote and rural areas (RRR areas). The strategy clarifies the disadvantages of higher education in RRR areas, including fewer educational opportunities, less students' aspirations and slow regional development. It proposes specific measures in 7 areas like support for learning opportunities, financial subsidies and emotional support. This paper uses literature review and adopts “Four Stages of Policy Borrowing in Education” theory as theoretical framework to discuss policy transfer possibility. This paper focuses on the theoretical inspiration level. In stage 1, it discusses the policy background and similar education context in two countries, to clarify the “cross-national attraction” and provides comparative value for higher education of ethnic minorities and rural areas in China. In stage 2, the paper discusses the “decision” and “implementation” of the policy. In stage 3, it focuses on “internalization”, it provides new ideas for development and puts forward four suggestions for improving the higher education of ethnic minorities in remote areas in China, including policy position, policy system innovation, course design and integration.

School Environment and Character Building of Ethnic Minority Students Powered by Digital Education

The principal objective of education is to cultivate essential skills and sound moral values in students. Students belonging to ethnic minority groups in basic education levels are in a crucial phase of developing their character. The incorporation of educational technology within ethnic minority education has the capacity to enhance the academic proficiency of these students, elevate their self-esteem, and foster a constructive, optimistic, and inclusive perspective. The aim of this article is to shed light on the impact of digital education on the school environment of ethnic minority students and its influence on their character development. The article draws on examples of online distance education practices in China to illustrate this difference.

A Research on the Quality of Inner Mongolia Ethnic Education in the Context of BRI

The Belt and Road Initiative (BRI) is China's grand strategy to strengthen regional collaboration and promote the prosperity of the world economy. The development of ethnic education provides an opportunity for countries along the Belt and Road to enhance their economic and political trust and to strengthen the educational growth of ethnic minorities. With the rapid economic and social development of Inner Mongolia, the existing ethnic education system is facing challenges and is unable to meet the demand for talents for the rapid economic and social development along the Belt and Road strategy. From the perspective of Maslow's Hierarchy of Needs Theory and Quality Management Theory of Ethnic Higher Education, this study concludes that the level of development of ethnic higher education is one of the important indicators of the overall development of ethnic regions. The study proposes the following conclusions: The institutions of higher education for ethnic minorities in Inner Mongolia should establish the concept of quality in higher education while taking into account the situation of the region and ethnic groups. The obstacles such as insufficient investment in teaching and learning, loss of human resources and old-fashioned teaching philosophy to achieve the high-quality development of ethnic higher education should be properly recognized. Inner Mongolia Ethnic Education in the Context of BRI is going to contribute to the long-term development and prosperity of the country and ethnic regions.

Education for development: professional commitments and practices among Tibetan teachers in Northwest China

ABSTRACT Based on semi-structured interviews with Tibetan teachers in Qinghai Province in Northwest China, this article explores how the teachers, who hold subject positions as pedagogical professionals and local intellectual elites, understand the value and implications of education for Tibetan people, and how they navigate their profession in the local education system. Findings show that the teachers demonstrate strong professional commitments towards the development of Tibetan society, which embodies an entanglement of knowledge and skills acquisition, Tibetan cultural and language preservation, and selective transformation of value and behaviourial orientations among students as well as parents. Firstly, the teachers are committed to students’ acquisition of school knowledge and skills which they believe would lead to better socio-economic outcomes for individuals and their families. Secondly, the teachers, especially the Tibetan language teachers, elaborated on the importance of education and their professional roles in transmitting Tibetan culture and language. Finally, the teachers attempt to make students motivated and competent to cope with rising educational and social competition, and make parents more supportive of and involved in school education. These findings show that the Tibetan teachers play crucial roles in the socio-economic and cultural transformations and development of Tibetan society in China, and shed light on their active engagement with modernisation discourses and projects. The paper also contributes to domestic and international scholarly discussions on teachers’ work and professional roles, education for ethnic minorities, education in developing contexts, and ethnic minorities’ engagement with modernisation (or similar processes such as globalisation).

Consumption inequality between farm and non-farm households in rural Vietnam

PurposeThis study aims to analyse the consumption inequality between farm and non-farm households in rural Vietnam, using the data from the 2016 Vietnam household living standards survey.Design/methodology/approachThe present paper applies the “recentered influence functions (RIF)” in “Oaxaca-Blinder (OB)” type decomposition as proposed by Firpo et al. (2018) to allow for the flexible distribution of the outcome variables and the non-randomness of non-farm employment that violates the classical linearity assumption.FindingsNon-farm households have significantly higher per capita consumption expenditure than farm households for the entire distribution. The gap in expenditure is large at low percentiles and narrowing with higher percentiles. At 10th percentile, the gap is estimated at 27.1%, but it is decreasing to 11.1% at 90th percentile. Most of the gaps are explained by the differences in the observed characteristics between farm and non-farm households such as ethnicity, education, income, internal transmittances and household composition. Non-farm households are endowed with more productive factors that result in higher per capita consumption expenditure.Originality/valueGaps in ethnicity and education are found to be key predictors of the inequality in consumption expenditures between farm and non-farm households, then, government policies that are aimed at increasing access to non-farm employment and education for ethnic minorities and for rural poor households are pathways to improve rural household welfare and hence reduce inequality.

An Overview of Bilingual Education for Ethnic Minorities in China

The advancement of science and technology has brought people closer. The globalized world has not only made bilingual education increasingly popular but placed demands on more bilingual or even multilingual talents. As a multilingual and multicultural country, China has 55 ethnic minorities spread out in different provinces and regions across the country. The studies on bilingual education mainly focused on English and other global languages (e.g., Spanish, French), with few studies focused on Mandarin Chinese and ethnic minority languages in China. Aiming to provide more insight into the current situation of bilingual educational practices in China, the study offers an overview of the research landscape on bilingual education of ethnic minorities in China, so as to provide references for bilingual educational practices in China and other countries and intrigue new research possibilities.

Malye narody i internacionalizaciya obucheniya inostrannym yazykam na fone globalizacii

In the context of globalization, the impact of multiculturalism will inevitably lead to the crisis of cultural identity, and foreign language education has an inevitable conflict with existing national cultural genes. The purpose of this paper is to balance the world and nationality of foreign language education for ethnic minorities, and then realize the stable, coordinated and sustained extension of foreign language education for ethnic minorities.