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This paper examines whether education plays an important role in shaping individuals’ gender role attitudes. We exploit exogenous variation in temporal and geographical impacts of the 1986 Compulsory Education Law in China, which reduced inequality in compulsory school attendance across regions. Using the data from the China General Social Survey, we find that the extra schooling induced by the compulsory schooling reform leads to more egalitarian gender role attitudes. Education’s liberalizing effect is concentrated among females and urban residents. However, education’s impacts on gender-equal behavior are much weaker than impacts on attitudes. Finally, we discuss the potential channels through which education shapes individuals’ gender-role attitudes.

This paper evaluates the effect of a free compulsory education reform in rural China on the incidence of child labor. We exploit the cross-province variation in the rollout of the reform and apply a difference-in-differences strategy to identify the causal effects of the reform. We find that exposure to free compulsory education significantly reduces the incidence of child labor for boys, but has no significant effect on the likelihood of child labor for girls. Specifically, one additional semester of free compulsory education decreases the incidence of child labor for boys by 8.3 percentage points. Moreover, the negative effect of the reform on the likelihood of child labor is stronger for boys from households with lower socioeconomic status. Finally, the free compulsory education reform may induce parents to reallocate resources towards boys within a household and thus may enlarge the gender gap in human capital investment.

During the nineteenth century, social reformers took hold of an already existing institution - the school - and sought to make it compulsory. In the process, they supplanted parents and domestic life - the home - as the primary educational force for children. As education was taken out of the home, American classrooms were at the same time remade into a particular kind of home life -- one based upon a sentimentalized maternity, where love can always triumph over the “public” and “masculine” forces of competition, merit, and hierarchy. And so love entered into the discourse of teaching. In this model, a good teacher loves her students. She makes her classroom into a home. Like a good mother, she sacrifices for them, enduring long hours of isolation, low pay, and little public support or recognition. Students, in their turn, should love their teacher. To please her, they should learn the values that would sustain a more virtuous republic. Parenting, through all of this, was redefined as a private activity. Battle lines were drawn and the stakes were love, learning and control. It doesn't need to be this way. It is time to rethink the ways in which parents and teachers interact with one another. It is time to redefine “homeschooling” as something all families engage in and that all public schools should seek to support. -- Provided by publisher.

Background With China's aging and declining fertility rate, the importance of population quality is increasing. As the main force of the labor market in the future, the Chinese government tries to promote the development of adolescents by increasing the financial investment in compulsory education, so as to improve the future population quality of China and enhance the national competitiveness. Therefore, the aim of this study was to investigate the relationship between financial investment in compulsory education and the health of Chinese adolescents. Methods This study specifically uses data obtained from China Education Panel Survey (CEPS). The data were nationally representative, which covered families, schools, and communities. For the CEPS data obtained, the 2013–2014 school year was the baseline, and two cohorts of 7th and 9th graders were the starting point of the survey. In the 2014–2015 school year, 8th-grade students who participated in the baseline survey (7th-grade students in the 2013–2014 school year) were followed up. Since the second period only began to investigate the data on financial investment in compulsory education, this article uses the data from the 2014–2015 academic year for research. OLS and Ordered Probit models were used to investigate the impact of financial investment in compulsory education on adolescent health. Results With the doubling of financial investment in compulsory education, self-rated health increased by 0.021, frequency of illness decreased by 0.03, the number of sick leave days decreased by 0.207, and depression decreased by 0.191. The heterogeneity analysis shows that compared to only-child, high-income and nonagricultural groups, the financial investment in compulsory education has a greater impact on the health of adolescents with the characteristics of agriculture hukou, non-only-child and low-income families. Further analysis of the impact mechanism shows that financial investment in compulsory education exerts a significant influence on the health of adolescents by easing family budget constraints, improving school sports facilities, and increasing the expected return of health investment and social capital. Conclusions Financial investment in compulsory education can enhance the health of adolescents, and vulnerable groups benefit more, which is conducive to promoting health equity.

Equal rights to rent and purchase affects the supply of compulsory education resources. How to promote the balanced compulsory education resources supply in the context of equal rights to rent and purchase is currently a hot issue amongst government and society. To achieve such balance, conducting research in the context of equal rights to rent and purchase becomes crucial. However, existing research has yet to provide sufficient explanations for the differentiated paths for realizing the balanced compulsory education resources supply in practice. This study uses 31 cities in China as case samples and jointly applies fuzzy-set qualitative comparative analysis and the ‘technology–organization–environment’ (TOE) framework. The findings are summarized as follows. Firstly, the balanced compulsory education resources supply in the context of equal rights to rent and purchase is affected by six key technological, organizational, and environmental factors. Namely, data co-construction and sharing, technological infrastructure, attention allocation, government information disclosure, policy support for equal rights to rent and purchase, and level of urban economic development. Secondly, the linkage matching of technological, organizational and environmental conditions forms diversified configurations that drive the balanced compulsory education resources supply in the context of equal rights to rent and purchase. These configurations include the ‘organization’ driving model, ‘technology–environment’ driving model, ‘technology–organization–environment’ driving model, and ‘technology-organization’ driving model. Finally, eastern, central and western China are driven by different configuration paths. Amongst them, eastern China has relatively good basic conditions at the technological, organizational and environmental levels. The combination of different conditions can drive the balanced compulsory education resources supply in a ‘different paths lead to the same destination’ manner. Although the development in central China is somewhat restricted, the radiation and impetus from eastern China, in combination with the different conditions in central China, can drive the balanced compulsory education resources supply. Western China shows no advantages at the technological, organizational and environmental levels. Faced with restrictions in organizational and environmental conditions, the government in western China should develop the necessary technological conditions to drive the balanced compulsory education resources supply.

\"This book examines school acts in the long nineteenth century, traditionally considered as milestones or landmarks in the process of achieving universal education. Guided by a strong interest in social, cultural, and economic history, the case studies featured in the book rethink the actual value, the impact, and the ostensible purpose of school acts. The thirteen national case studies focus on the manner in which school acts were embedded in their particular historical contexts, offering a comprehensive and multidisciplinary overview of school acts and the role they played in the rise of mass schooling. Drawing together research from countries across the West, the editors and contributors analyse why these acts were passed, as well as their content and impact. This seminal collection will appeal to students and scholars of school acts and the history of mass schooling\"--Page 4 of cover.

  Achieving adequate integration and success at school in the post-compulsory stages involving situations where there is a risk of social exclusion is a real identity challenge for adolescents. In this research, we used a convenience sampling and selected two high schools located in Areas in Need of Social Transformation in Seville (southern Spain). We studied the learner identity of all their students in the first and second grade of secondary post-compulsory education ( N  = 70). These students present a trajectory of resilience, as they remained in the education system despite facing many difficulties. In this exploratory research, their identity as learners was analysed through an interview applied in a focus group format ( N  = 12), where their supports, strengths and psycho-social obstacles that facilitate/hinder their stay in the education system in the post-compulsory stage were also identified. Results show that adolescents have a good attitude towards academic training, based on the conviction that, in the future, they will be able to achieve a higher quality of life and a rapid insertion in skilled jobs. The image students have of themselves combines a negative perception of their lack of work habits, the difficulty of self-regulation and the little effort made, with a more positive view of their agency in the process, highlighting their intellectual and academic capacity and their effort when they set out to do so. Family, teachers and peers play a role in the resilience and identity construction of the adolescents, through protecting them, developing positive perceptions and expectations, stimulating control and effort and attributing successes and failures to students. Programmes based on the participation of the target group are essential for the design and improvement of psychosocial intervention programmes in these contexts.