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Zhu, Zhiyong
- Associate Professor
- Beijing Normal University
- College of Educational Administration
- People’s Republic of China
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Zhiyong Zhu is associate professor at the College of Educational Administration, Beijing Normal University. He also has taught at a senior high school and at Nanjing Normal University.
Dr. Zhu received his Ph.D. from the University of Hong Kong in 2004, specializing in sociology of education, ethnicity, and social research methods. In 1998, he was associate editor of Journal of Nanjing Normal University. In 2003, he joined the Faculty of Social Development at Nanjing Normal University. In 2005, he came to Department of Sociology at Peking University for post-doctorate project about Tibetan education. From 2006, he was appointed as Honorary Research Fellow at Wah Ching Centre of Research on Education in China, The University of Hong Kong. He has carried out research projects from UGC (HKSAR), DFID (UK government), and Jiangsu Provincial Educational Research Fund, concerning ethnic minority education and private school education.
Select Publications:
- Zhu, Zhiyong (2007). State Schooling and Ethnic Identity: The Politics of A Tibetan Neidi Secondary School in China. Maryland: Lexington Books.
- Yu, Huifang and Zhu, Zhiyong (2006) (eds.). Chinese Society Movement and Transformation: Theory and Interpretation. Beijing: Peking University Press.
- Zhu, Zhiyong and Fan, Xiaohui (2005). Chinese Translation of the book “The Sociology of Education: A Systematic Analysis” by Jeanne H. Ballantine (2001), Nanjing: Jiangsu Educational Publishing House.
- Zhu, Zhiyong (2006). “Ethnic Identity and State Schooling: A Case Study (Zuqun rentong gan yu guojia xuexiao jiaoyu: ge an yanjiu,” Journal of Nanjing Normal University (Social Science) (Nanjing), No. 4, pp. 82-88.
- Zhu, Zhiyong (2005). “Preliminary Study on Teacher’s Role Awareness in Ethnic Minority Schools in the West Part of China: A Case Study (Shaoshu minzu xuexiao jiaoshi juese yishi chutan: ge’an yanjiu).” Tsinghua University Educational Review (Beijing), No. 6, pp.90-98. This paper was extracted by the Journal “Chinese Social Science Digest” (Beijing), No. 2, 2006, pp. 173-175.
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Cultural Conflict or Amalgamation? Higher Education Access and Equity among Ethnic Minorities in China
I have recently been conducting research on the relationship between state schooling and ethnic identity, and the relationship between school education and local community development in ethnic minority regions in China. It was found that ethnic minority students who strongly hold an assigned ethnic identity by the school or the state perform academically better than those who bear a strongly asserted ethnic identity and perceive other ethnic groups critically. Whatever ethnic identity the students occupy and construct in the schooling context is strongly related to their perspectives towards their own ethnic culture in the domination by the state mainstream culture. Moreover, through field work in several ethnic schools in western China, I found that ethnic minority teachers who maintain critical ideas about their own ethnic culture have a significantly more positive influence on students than others. Additionally, the educational conceptions that local ethnic minority people occupy are strongly influenced by their own culture, such as their ways of production, life values, living styles, and viewpoints about nature and its relation to human beings. These findings have spurred me on to consider further and explore more deeply the question of ethnic cultural influence on ethnic minority higher education access and equity in China.
In China, the enrolment of ethnic minority students at the higher education level is still lower than the minorities’ percentage of the national population. However the percentages of Korean, Daur, Xibe, Naxi, and Hui ethnic minorities that enrolled in higher education is reported to be higher than the national average. The general objective of this project is to examine cultural and social factors that contribute to higher education disparities among different ethnic regions and ethnic minority groups, especially the role of the relationships between ethnic minority cultures and mainstream culture in the development of higher education. To meet this research objective, it is necessary to learn about policy implementation for ethnic minority access to and equity in higher education in the United States and other countries. To accomplish this, I will examine responses from different stakeholders and relevant research literature through NCS international research visits and NCS seminars in order to identify the implications and significance that this research project has for the Chinese government’s policy decisions and implementations. The project is expected to contribute to a deeper understanding of under-represented ethnic groups in higher education access and equity in the global context through the exploration of cultural and societal norms in China. |
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