1.Introduction

In traditional Chinese society, gender roles were deeply influenced by Confucianism, which emphasized the dominance of men and the submissiveness of women [1]. Gender differences have consistently posed challenges within China's educational environment from the past to the present, and women frequently find themselves at a disadvantage regarding access to educational opportunities and resources. Examining the educational disparities experienced by Chinese women is essential for enhancing their social status and fostering gender equality within Chinese society. This study aims to explore the historical and contemporary factors that have led to gender inequality in education in China and the occurrence of this phenomenon, and to evaluate the severity of the problem. The main goal is to identify the core issues and offer solutions to promote gender equality in education. This study will use methods such as literature analysis and case studies to fully understand this problem and provide effective and practical suggestions for policy and practice.

2.The Education Status of Chinese Women

Education is not only a basic right of residents, but also a key factor in the economic development of any society. In China, despite significant progress in increasing access to education, gender gaps still exist, especially in some rural areas. These gaps are reflected in various aspects, including low female enrollment rates, high female dropout rates, and significantly less basic and higher education for women than for men.

Gender disparity in education is mainly due to the urban-rural gap. Studies have shown that girls in rural areas, especially in the northwest, have lower enrollment rates than boys and are more likely to drop out of school at an early age. In some regions, such as Gansu, the dropout rate for junior high school girls reaches as high as 50%, which indicates that a significant number of girls are unable to complete their junior high school education [2]. This trend is caused by a variety of factors, including economic constraints, low quality of education, and deep-rooted cultural biases that favor boys over girls.

In the case of urban-rural differences, the difference in financial situations plays an important role. In poorer areas, families often cannot afford to send all their children to school. When forced to make a choice, they will prioritize boys' education over girls. In rural areas, it is common to raise multiple children in a poor family. In large families with more rare resources, girls' education is more likely to be ignored. Although primary education is free of charge in China, other related expenses, such as books and uniforms, are still a financial burden for these families. Therefore, girls are more likely to be left at home to help with housework or be sent to work to supply the family income [2].

The challenges faced by rural girls are not limited to basic education. Even if they find ways to overcome these barriers and complete primary education, their chances of getting higher education are significantly lower than those of boys. This is largely due to economic pressures and cultural norms that devalue female education. Additionally, those entering higher education often face gender bias in their choices of study and future career opportunities. Women are severely underrepresented in science, technology, engineering and mathematics (STEM) fields. This phenomenon arises not solely from individual choices, but also reflects the influence of gendered expectations that have been present since childhood.

For example, women studying STEM fields often lack encouragement from educators and colleagues, which can undermine their self-confidence and make them hesitant about furthering their education or pursuing related careers. Research shows that female students in male-dominated subjects may face discrimination and a lack of tutor support. These factors are critical for academic success and career advancement. This environment may lead to higher dropout rates among women, as they may feel isolated or unwelcome and lose the confidence to continue studying. Furthermore, as Hill, Corbett, and St. Rose explain that gender stereotypes in society and gender bias in academic environments have exacerbated the inequality of women in STEM fields [3]. Furthermore, women who enter these fields often experience a “leaky pipeline,” where the number of women decreases as they advance academically and professionally [4]. While the number of women earning undergraduate degrees in STEM has increased, very few women hold lifelong professorships or leadership roles in these fields. Society’s expectations of family and caregiving responsibilities often weigh more heavily on women, further increased their difficulties in career advancement. In addition, women’s work in academia is often underrecognized, with studies showing that their research is cited less frequently than that of their male counterparts. This lack of visibility can hinder their career advancement and widen the gender gap in leadership positions in academic institutions. The cumulative effect of these barriers makes it difficult for women to reach the upper rungs of their academic and professional careers in STEM fields, further exacerbating the vicious cycle of gender inequality [5].

Girls' education in rural China, especially in the northwest, is hampered by a complex interaction of economic, cultural and systemic factors. Addressing these challenges requires targeted interventions that not only provide financial support but also work to change deep-rooted cultural attitudes. Ensuring equal educational opportunities for all, regardless of gender, is essential for the sustainable development of society.

3.Causes of Educational Inequality

3.1.Historical and Cultural Roots of Gender Inequality in Education

China's educational inequality, especially gender-based inequality, is deeply rooted in socio-cultural factors that have evolved over centuries. The traditional cultural concept of "male superiority and female inferiority," which originated from Confucianism, has specified gender roles in both the family and society, positioning women in a subordinate role. Men were seen as the primary contributors to society, while women were relegated to roles within the family, preventing their visibility in public life. Confucian scholars like Confucius emphasized this idea, which was deeply embedded in Chinese society and even incorporated into legal practices.

This cultural view directly influenced how educational resources were allocated within the family. Boys were viewed as the primary heirs and family successors, receiving the most educational opportunities. Girls, on the other hand, were seen as temporary members of their families who would marry into another household. As a result, their education was often neglected, and they were taught domestic skills such as cooking and child-rearing, rather than receiving opportunities to develop themselves or achieve economic independence.

3.2.Persistence of Educational Inequality in Contemporary China

In contemporary Chinese society, the impact of these traditional concepts remains significant. Rural areas, in particular, still cling to the idea of favoring boys over girls in education. Families in these regions often invest more in boys’ education and ignore girls’ educational needs. Although contemporary Chinese legislation, including the Law on the Protection of Women's Rights and Interests, seeks to promote gender equality, vestiges of traditional cultural norms persist as obstacles to achieving meaningful progress.

Despite the existence of legal protections, a cultural preference for sons remains prevalent, especially in underdeveloped areas, leading to a disparity in educational resources allocated to girls. While urban areas have seen more progress due to economic development, gender inequality in education is still observable, particularly in rural regions where traditional values hold more sway.

Even with legal measures in place to promote gender equality in education, cultural resistance continues to hinder progress. This observation is particularly pertinent in rural regions, where conventional beliefs regarding gender roles continue to be deeply ingrained.

3.3.Consequences of Gender-Based Educational Inequality

Gender inequality in education has far-reaching consequences for both individual women and society. Limited educational opportunities restrict women's career choices and development. In societies where women have fewer opportunities for education, they are often confined to low-paying, unstable jobs in the informal sector, such as domestic work. This not only affects their income and economic independence but also exacerbates cycles of poverty. King and Hill contend that education serves as a crucial element in empowering women to transcend traditional roles, thereby facilitating their access to a broader range of diverse and higher-status employment opportunities.

Educational inequality also negatively impacts women’s confidence and self-identity. Education is not just a tool for economic advancement; it is essential for personal empowerment and the development of self-worth. Women who are deprived of educational opportunities often experience lower self-esteem, which can hinder their ability to assert themselves in both personal and professional environments. This lack of confidence reinforces gender disparities and perpetuates existing social hierarchies.

The impact of gender-based educational inequality extends beyond individual women, affecting the entire society. Gender differences in education limit the overall growth potential of a country’s economy. King and Hill emphasize that educated women are more likely to participate in the workforce and contribute to economic productivity. When a large segment of the population is undereducated, the labor market experiences a deficiency in skilled workers, which impedes economic growth. Moreover, educated women tend to have fewer and healthier children and invest more in their children's education, contributing to better outcomes for future generations.

Gender-based educational inequality not only limits women's economic opportunities and self-empowerment but also imposes broader costs on society, including reduced economic productivity and intergenerational effects on health and education.

3.4.Breaking the Cycle: The Need for Policy and Attitudinal Shifts

Achieving genuine gender equality in education requires not only continued policy formulation but also effective implementation. Strengthening the enforcement of laws promoting gender equality is crucial. In particular, rural areas need targeted policies to ensure girls receive the same educational opportunities as boys.

Beyond policy considerations, it is essential to address the evolving cultural attitudes toward women's education. Educational reforms must address cultural biases, promoting awareness of the value of educating girls, particularly in rural areas. Changing deep-rooted beliefs about gender roles requires widespread societal efforts, including media campaigns and educational programs that challenge the traditional view of women's roles.

Global organizations and NGOs play a pivotal role in advocating for gender equality in education. By providing resources and technical support, these organizations can aid China in overcoming the cultural and institutional obstacles that hinder the attainment of gender parity in education.

Breaking the cycle of gender inequality in education requires a comprehensive approach, including policy reforms, cultural shifts, and international support. Only through combined efforts can China close the gender gap in education and ensure equal opportunities for future generations.

4.Strategies to Improve Educational Inequality

One of the most important steps to address educational inequality is to develop and strengthen policies that promote gender equality in education. Governments should prioritize the development of clear and comprehensive education policies aimed at reducing gender gaps. These policies should not only provide for equal educational opportunities for boys and girls, but also establish clear and reasonable strategies for implemention and monitoring of gender equality within schools.

In addition, it is also imperative to enhance government investment in women's education, especially in rural areas. Rural areas frequently lack adequate educational infrastructure and resources, which disproportionately affects girls. Governments should allocate increased funding to improve schools and provide scholarships for girls, thereby expanding educational opportunities. Such targeted investments are essential for fostering an equitable educational environment and ensuring that rural girls have access to the same opportunities as their urban counterparts.

Furthermore, it is vital to strengthen gender equality training for educators. Teachers serve as front-line workers in the education system, and their attitudes and behaviors significantly influence students' perceptions of gender roles. By equipping teachers with the skills to identify and challenge gender stereotypes, they can more effectively support the development of all students, regardless of gender.

Except the education system, broader social and cultural changes are necessary to support educational equality. Promoting social recognition and support for women’s right to education plays an important role. In many communities, especially in rural areas, entrenched cultural norms and biases continue to devalue women’s education. Engaging local leaders can facilitate a transformation in these attitudes and build broader support for girls’ education. These efforts are critical to creating an environment that encourages and supports girls’ education. In addition, efforts must be made to change gender biases within families and communities. The family is the first social institution where children learn about gender roles. It is vital to encourage parents to assign equal importance to their daughters’ education as they do to that of their sons.

In conclusion, tackling educational inequalities, especially those related to gender, necessitates a multifaceted approach that includes policy reforms, changes in the education system, and broader social and cultural shifts. As Kabeer critically analyzes, achieving gender equality in education and women’s empowerment is not only about access to education, but also helps to improve inequalities in society [6]. By adopting these strategies, societies can progress towards the attainment of genuine educational equality, thereby ensuring that all individuals, irrespective of gender, have the opportunity to fulfill their potential.

5.Conclusion

This study examines persistent gender inequalities in education in China, a society deeply influenced by Confucian cultural norms. Despite advances in educational opportunities, Chinese women, especially those in rural areas, continue to face significant barriers due to traditional attitudes, economic disparities, and systemic biases. These factors limit women’s career opportunities, undermine their self-confidence, and hinder broader social and economic development.

Key findings suggest that cultural preferences for male education and gender bias in academic settings are central to these inequalities. The study also highlights the importance of reforms such as comprehensive policy reforms and increased investment in rural education to promote gender equality.

However, this study also has limitations. While it offers a broad overview, it lacks an in-depth analysis of specific regions and does not consider the role of non-formal education. Future research should focus on these areas and the long-term impact of education reforms to develop more targeted strategies to achieve true educational equality in China.