Ethnic minority students' access, participation and outcomes in preparatory classes in China: a case study of a School of Minzu Education.

This study investigates how educational equity is applied in university preparatory classes from the perspective of minority students. It explores minority students' access to, participation and outcomes in preparatory classes, as well as the factors that influence their experience and attitude. Using a mixed research method, 320 students from a School of Minzu Education were surveyed and further in-depth interviews were conducted with seven respondents. This study finds that minority students from cities and towns are more likely to get into preparatory classes. Moreover, the fairness of the access to preparatory classes is questioned between various ethnic minority groups and even within the same ethnic group. In terms of participation in preparatory classes, preparatory classes play a positive role in promoting integration between Han and ethnic minorities and educational equality. However, minority students in preparatory class lack a sense of belonging to the affiliated university due to insufficient recognition of their cultural and linguistic background in class and community activities. The findings indicate that the outcomes of preparatory classes were mainly reflected in minority students' academic performance and perception towards preparatory classes. The outcomes differed depending mainly on the family income, ethnic origins and the high schools they attended. [ABSTRACT FROM AUTHOR]