A study of the educational streaming system of Chinese Mainland in the 1990s

The purpose of this study is to illustrate, through the application of theories, certain theoretical features of the streaming system of school education in the Chinese Mainland in the 1990s. The theories, which trace their origins to sociology and economics, are functional-technical theory of education, critical theory, conflict theory, and human capital theory. An attempt is made to apply these theories to an effort to understand the nature of the streaming system and its effects on educational development in the Chinese Mainland.; This study consists of eight chapters: (1) Introduction; (2) Review of literature; (3) Research design; (4) Analysis of the components of the streaming system in education; (5) Theoretical attributes of the streaming system; (6) Social background of the streaming system; (7) Educational background of the streaming system; and (8) Conclusion.; The research method employed is historical-sociological in nature and relies heavily on documentation research. The study concludes that the streaming system in Chinese education possesses meritocratic characteristics. The application of functional-technical theory of education, human capital theory, critical theory, and conflict theory confirms that the streaming system manifests certain theoretical features of these theories. However, none of the above theories can provide an exclusive and all-encompassing illustration of all aspects of the streaming system. An integration of theories is therefore necessary.; The theoretical contribution of this study is threefold. First, through an analysis of a large body of data and literature, it confirms that functional-technical theory of education, critical theory, conflict theory, and human capital theory can aptly illustrate certain aspects of the streaming system in Chinese education in the 1990s. Second, it affords a research framework, as well as a theoretical and analytical perspective for the study of the streaming system in Chinese education. Third, it underlines the limitations of the aforementioned theories in the study of the streaming system in Chinese education.; This study also illustrates the multi-faceted nature of the streaming system. To a certain extent, the streaming system is enhanced by the equitable distribution of opportunities through the national examination system. At critical junctures of streaming, the national examination system serves as a mechanism with which students are given opportunities based on their academic achievement. However, the streaming system has led to a variety of educational problems. It neglects to address educational inequality that stemmed from class and gender. It has not helped in alleviating the burden of inequality among different ethnic groups and among areas at varying levels of development. Government policies that favor the advantaged in educational resource allocation have further undermined the pursuit of equity. Growing inequity found in the secondary school system is but one illustration of the adverse effects of such policies. (Abstract shortened by UMI.)...