Research on the Differentiation Mechanism of Family Background and Educational Opportunities for Rural Students in China
Abstract
Educational equity is an important goal in modern society. However, under China’s urban–rural dual structure, rural students still face shortages of educational resources and institutional barriers. This study focuses on rural students and explores how family background contributes to educational inequality. Drawing on Bourdieu’s theory of cultural capital and educational reproduction, as well as Coleman’s theory of social capital, and integrating relevant literature and case studies, this research examines how cultural capital, social capital, economic capital, and psychological capital embedded in family background shape educational opportunities. The findings indicate that cultural capital plays a central role in improving students’ academic performance and helping them adapt to school culture, while social and economic capital provide supportive functions in terms of information access and educational investment. Psychological capital indirectly influences educational outcomes by shaping students’ academic beliefs. Overall, differences in multiple dimensions of family capital, when combined with institutional barriers, intensify educational inequality for rural students.
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