Shadow Education and Parental Involvement: A Study on the Double Reduction Policy in China

Research Article
Open access

Shadow Education and Parental Involvement: A Study on the Double Reduction Policy in China

Yuchen Zhan 1*
  • 1 School of Liberal Arts, Nanjing University, Nanjing, 210023, China    
  • *corresponding author 191810237@smail.nju.edu.cn
Published on 1 March 2023 | https://doi.org/10.54254/2753-7048/2/2022540
LNEP Vol.2
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-07-2
ISBN (Online): 978-1-915371-08-9

Abstract

In 2021, the Chinese government issued a policy to ease the burden of excessive homework and off-campus tutoring for students undergoing compulsory education. This policy is also known as the "double reduction policy". This study will review the research on shadow education and parental participation and consider shadow education as a component of parental involvement in China. It also exemplifies the paradox between the act of reducing the burdens placed on students by education policies and the intense competitiveness in exams, which is seen to be a key component of shadow education. Parents actively seek shadow education alternatives and are vocal about their dissatisfaction with the policy. This study will assist researchers in studying the implementation of the double reduction policy, understanding the worry and anxiety parents experience, and making recommendations for future policy modifications.

Keywords:

education involvement, education equity, shadow education

Zhan,Y. (2023). Shadow Education and Parental Involvement: A Study on the Double Reduction Policy in China. Lecture Notes in Education Psychology and Public Media,2,868-875.
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References

[1]. Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97.6: 1639-1657.

[2]. Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97.6: 1639-1657.

[3]. Silova, I., & Bray, M. (2006).The Hidden Marketplace: Private Tutoring in Former Socialist Countries. Education in a Hidden Marketplace. Open Society Institute, New York.

[4]. Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97.6: 1639-1657.

[5]. Peng, P. (2008) "Shadow education": Foreign research and insights on extracurricular tuition. Comparative Education Research, 01:63-67.

[6]. Qian G.Y. and Tang L.J.. (2009). An analysis of factors influencing students' participation in extracurricular tuition at the urban compulsory education level - A survey based on Wuhan and Shenzhen. Education and Finance Research, 20(3):4.

[7]. Zhou X. H., Zhang Y. (2015). Analysis of the cost of family education and its influencing factors at the high school level. Tsinghua University Education Research, 5: 8.

[8]. Xue, H. P., Ding, S. H. (2009). A study of educational remediation for urban students in China. Educational Research, 1: 8.

[9]. Coleman, J.S. (1966). Equality of Educational Opportunity (Coleman) Study (EEOS).U.S. Department of Health, Education, and Welfare, Office of Education, Washington· DC.

[10]. Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40.3: 237-269.

[11]. Goodall, J., & Vorhaus, J. (2011). Review of Best Practice in Parental Engagement. Department for Education, London.

[12]. Epstein, J. L. (1995). National Patterns of School and Family. The family-school connection: Theory, research, and practice, 2:108.

[13]. Sui-Chu, E. H., Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of education, 126-141.

[14]. Han, R. S., Wang, X. L. (2009). A study on the relationship between parental involvement and primary school students' learning self-efficacy. Psychological Science, 32.2: 3.

[15]. Wu Y.F. , Han X. H., Wei W., Luo L. (2013). Constructing and validating a theoretical model of parental involvement behaviour of primary school students. Journal of Beijing Normal University: Social Science Edition, 1: 61-69.

[16]. Xsc, (2021), 2021 Wuhan Wuluo Road Middle School High School Entrance Examination Results (Successful Examination). https://www.xsc.cn/chengji/202107/36711_2.html.

[17]. Jiangzhou City Reporter, (2021), How will Wuhan's general high school promotion rate change after the new settlement policy in June in Hubei and the release of settlement restrictions?. https://new.qq.com/omn/20210613/20210613A0007T00.html.

[18]. Ministry of Education of People's Republic of China, (2000). Urgent Circular on Reducing Excessive Burden on Students in Primary Schools.http://www.gov.cn/gongbao/content/2000/content_69948.htm.

[19]. Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97.6: 1639-1657.

[20]. Ireson, J., & Rushforth, K. (2011). Private tutoring at transition points in the English education system: its nature, extent, and purpose. Research Papers in Education, 26.1: 1-19.

[21]. Ministry of Education of People's Republic of China, (2009). Education Edition of the Current Guidance on Strengthening Primary and Secondary School Management and Regulating School Conduct, http://www.moe.gov.cn/srcsite/A06/s3321/200904/t20090422_77687.html

[22]. Ministry of Education of People's Republic of China, (2015). Prohibition of compensated tuition by primary and secondary schools and serving primary and secondary school teachers, http://www.moe.gov.cn/srcsite/A10/s7002/201507/t20150706_192618.html

[23]. Ministry of Education of People's Republic of China, (2018). Notice on the special treatment action for out-of-school training institutions to effectively reduce the extracurricular burden of primary and secondary school students,http://www.moe.gov.cn/srcsite/A06/s3321/201802/t20180226_327752.html.

[24]. The General Office of the CPC Central Committee and the State Council, (2021). Opinions on further reducing the burden of homework and off-campus training on students in compulsory education, http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/202107/t20210724_546576.html.

[25]. Parkin, F. (1979). Marxism and Class Theory: A Bourgeois Critique., The Columbia University Press, New York.

Cite this article

Zhan,Y. (2023). Shadow Education and Parental Involvement: A Study on the Double Reduction Policy in China. Lecture Notes in Education Psychology and Public Media,2,868-875.

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About volume

Volume title: Proceedings of the 3rd International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 2022), Part I

ISBN：978-1-915371-07-2(Print) / 978-1-915371-08-9(Online)
Editor：Abdullah Laghari, Nasir Mahmood
Conference website: https://www.iceipi.org/
Conference date: 4 August 2022
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.2
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97.6: 1639-1657.

[2]. Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97.6: 1639-1657.

[3]. Silova, I., & Bray, M. (2006).The Hidden Marketplace: Private Tutoring in Former Socialist Countries. Education in a Hidden Marketplace. Open Society Institute, New York.

[4]. Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97.6: 1639-1657.

[5]. Peng, P. (2008) "Shadow education": Foreign research and insights on extracurricular tuition. Comparative Education Research, 01:63-67.

[6]. Qian G.Y. and Tang L.J.. (2009). An analysis of factors influencing students' participation in extracurricular tuition at the urban compulsory education level - A survey based on Wuhan and Shenzhen. Education and Finance Research, 20(3):4.

[7]. Zhou X. H., Zhang Y. (2015). Analysis of the cost of family education and its influencing factors at the high school level. Tsinghua University Education Research, 5: 8.

[8]. Xue, H. P., Ding, S. H. (2009). A study of educational remediation for urban students in China. Educational Research, 1: 8.

[9]. Coleman, J.S. (1966). Equality of Educational Opportunity (Coleman) Study (EEOS).U.S. Department of Health, Education, and Welfare, Office of Education, Washington· DC.

[10]. Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40.3: 237-269.

[11]. Goodall, J., & Vorhaus, J. (2011). Review of Best Practice in Parental Engagement. Department for Education, London.

[12]. Epstein, J. L. (1995). National Patterns of School and Family. The family-school connection: Theory, research, and practice, 2:108.

[13]. Sui-Chu, E. H., Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of education, 126-141.

[14]. Han, R. S., Wang, X. L. (2009). A study on the relationship between parental involvement and primary school students' learning self-efficacy. Psychological Science, 32.2: 3.

[15]. Wu Y.F. , Han X. H., Wei W., Luo L. (2013). Constructing and validating a theoretical model of parental involvement behaviour of primary school students. Journal of Beijing Normal University: Social Science Edition, 1: 61-69.

[16]. Xsc, (2021), 2021 Wuhan Wuluo Road Middle School High School Entrance Examination Results (Successful Examination). https://www.xsc.cn/chengji/202107/36711_2.html.

[17]. Jiangzhou City Reporter, (2021), How will Wuhan's general high school promotion rate change after the new settlement policy in June in Hubei and the release of settlement restrictions?. https://new.qq.com/omn/20210613/20210613A0007T00.html.

[18]. Ministry of Education of People's Republic of China, (2000). Urgent Circular on Reducing Excessive Burden on Students in Primary Schools.http://www.gov.cn/gongbao/content/2000/content_69948.htm.

[19]. Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97.6: 1639-1657.

[20]. Ireson, J., & Rushforth, K. (2011). Private tutoring at transition points in the English education system: its nature, extent, and purpose. Research Papers in Education, 26.1: 1-19.

[21]. Ministry of Education of People's Republic of China, (2009). Education Edition of the Current Guidance on Strengthening Primary and Secondary School Management and Regulating School Conduct, http://www.moe.gov.cn/srcsite/A06/s3321/200904/t20090422_77687.html

[22]. Ministry of Education of People's Republic of China, (2015). Prohibition of compensated tuition by primary and secondary schools and serving primary and secondary school teachers, http://www.moe.gov.cn/srcsite/A10/s7002/201507/t20150706_192618.html

[23]. Ministry of Education of People's Republic of China, (2018). Notice on the special treatment action for out-of-school training institutions to effectively reduce the extracurricular burden of primary and secondary school students,http://www.moe.gov.cn/srcsite/A06/s3321/201802/t20180226_327752.html.

[24]. The General Office of the CPC Central Committee and the State Council, (2021). Opinions on further reducing the burden of homework and off-campus training on students in compulsory education, http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/202107/t20210724_546576.html.

[25]. Parkin, F. (1979). Marxism and Class Theory: A Bourgeois Critique., The Columbia University Press, New York.

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