Maintaining Social Stratification in Education: The Influences of State Policies in China on Individuals’ Well-Being or Life Courses

Abstract

Based on organization theory, the paper focuses on inequalities within the educational system in China by discussing two types of policies enacted by the central government. Although an increasing number of scholars research on how states utilize policies, influencing individuals either in well-being or in time of transition, to stabilize existing social stratification, they lose sight of the importance of social institutions in linking macro and micro levels of the process. This article first introduces Compulsory Schooling Policy and Hukou system as instances of two contrasting types of policies and how school plays an essential role in carrying out two policies to penetrate social inequality. Then, the paper shows three different ways, unequal distribution of resources, limited choices offered, standardized assessments, of policies influencing individuals in education to continue social stratification.