Studies have shown the disparities between urban and rural students accessing elite universities in China, a phenomenon which Xu explores in this groundbreaking book.

She argues that such disparities follow a Bourdieusian capital approach showing how urban parents increased capital benefits the advancement of their children’s education. This book qualitatively explores urban and rural students’ life stories prior to their elite university entry through interviews with both parents and students. It seeks a ‘reflective reappropriation’ of Bourdieu’s notions in understanding Chinese urban and rural students’ academic success. In addition to the implications for Chinese domestic and international scholars’ understanding of the mediating role of rurality, higher education access, and Chinese policy makers’ ongoing initiatives on the hukou reform, this book promotes the global reflections on the development and promotion of national analytical concepts in understanding contextualised educational issues to advance knowledge co-production.

This engaging text will be of interest to students and researchers across the fields of global higher education and sociology of education in East Asia, as well as policymakers working towards increased participation, equity and social justice in higher education worldwide.

Studies have shown the disparities between urban and rural students accessing elite universities in China, a phenomenon which Xu explores in this groundbreaking book.

She argues that such disparities follow a Bourdieusian capital approach showing how urban parents increased capital benefits the advancement of their children’s education. This book qualitatively explores urban and rural students’ life stories prior to their elite university entry through interviews with both parents and students. It seeks a ‘reflective reappropriation’ of Bourdieu’s notions in understanding Chinese urban and rural students’ academic success. In addition to the implications for Chinese domestic and international scholars’ understanding of the mediating role of rurality, higher education access, and Chinese policy makers’ ongoing initiatives on the hukou reform, this book promotes the global reflections on the development and promotion of national analytical concepts in understanding contextualised educational issues to advance knowledge co-production.

This engaging text will be of interest to students and researchers across the fields of global higher education and sociology of education in East Asia, as well as policymakers working towards increased participation, equity and social justice in higher education worldwide.

Studies have shown the disparities between urban and rural students accessing elite universities in China, a phenomenon which Xu explores in this groundbreaking book.

She argues that such disparities follow a Bourdieusian capital approach showing how urban parents increased capital benefits the advancement of their children’s education. This book qualitatively explores urban and rural students’ life stories prior to their elite university entry through interviews with both parents and students. It seeks a ‘reflective reappropriation’ of Bourdieu’s notions in understanding Chinese urban and rural students’ academic success. In addition to the implications for Chinese domestic and international scholars’ understanding of the mediating role of rurality, higher education access, and Chinese policy makers’ ongoing initiatives on the hukou reform, this book promotes the global reflections on the development and promotion of national analytical concepts in understanding contextualised educational issues to advance knowledge co-production.

This engaging text will be of interest to students and researchers across the fields of global higher education and sociology of education in East Asia, as well as policymakers working towards increased participation, equity and social justice in higher education worldwide.

Studies have shown the disparities between urban and rural students accessing elite universities in China, a phenomenon which Xu explores in this groundbreaking book.

She argues that such disparities follow a Bourdieusian capital approach showing how urban parents increased capital benefits the advancement of their children’s education. This book qualitatively explores urban and rural students’ life stories prior to their elite university entry through interviews with both parents and students. It seeks a ‘reflective reappropriation’ of Bourdieu’s notions in understanding Chinese urban and rural students’ academic success. In addition to the implications for Chinese domestic and international scholars’ understanding of the mediating role of rurality, higher education access, and Chinese policy makers’ ongoing initiatives on the hukou reform, this book promotes the global reflections on the development and promotion of national analytical concepts in understanding contextualised educational issues to advance knowledge co-production.

This engaging text will be of interest to students and researchers across the fields of global higher education and sociology of education in East Asia, as well as policymakers working towards increased participation, equity and social justice in higher education worldwide.