Amy Zeng is a fifth-year student at the University of British Columbia pursuing a BA with Honours in Sociology and a Minor in Asian Studies. She studies education inequality, particularly between professional middle-class and working-class members, in Chinese society as part of her Honours research under the supervision of Dr. Qiang Fu.
We spoke to Zeng about her research project.
Fifth-year Honours student Amy Zeng
Fifth-year Honours student Amy Zeng
What was your project about? What are the main take-aways from your work?
My Honours research evaluates the relevance of western sociological theory to Chinese social context. I begin with Ehrenreich, who in her book, Fear of Falling, argues that the increased investment in education is due to a “middle-class anxiety,” in which parents who hold professional occupations fear their child will lose their middle-class status due to the non-inheritable nature of expert knowledge. Drawing on the 2010 Chinese Family Panel Study (CFPS) data, I employ OLS regression analysis to investigate the relationship between household education expenditures and parents’ occupation types while accounting for other factors, such as the number of children per family, parental education level, and residency. In so doing, I hope to answer whether western sociological explanations can answer questions regarding educational inequality and social class. My study reveals that Chinese families experience significant anxieties about the educational futures of their children. In particular, people from the professional middle class allocated a substantial amount of income toward their children’s education. Those whose parents have higher educational attainment and work in professional occupations are more likely to receive additional educational support. In examining trends, around class and education investment in China, my research indicates that western theorizing has some applications, but not a complete explanation of realities in China. National, social and cultural contexts specific to China shape parental behaviours and influence educational inequalities.
How did you get interested in this topic?
Having grown up in a professional middle-class family, I have always experienced “fear of failing” anxieties. As a youngster, I recognized the non-inheritability of expert knowledge and that the only path to it is through education. As a sociology student, I am convinced that the well-developed sociological theories hold true in North American societies, but that might not be the case in other societies with vastly different cultures and norms. Documentaries and personal stories about Chinese society suggest that educational attainment is a deep concern. Therefore, as I gain more knowledge about Chinese society through studying Asian studies, I am interested in seeing how Western theory can or cannot be applied to Chinese society.
“My study reveals that Chinese families experience significant anxieties about the educational futures of their children. In particular, people from the professional middle class allocated a substantial amount of income toward their children’s education.”
What was the most difficult part of this learning journey? What was most satisfying?
The most challenging part of the journey has been writing down my thoughts. Though it might seem you have a draft in your head, writing is a very different experience. Occasionally, I encounter obstacles that prevent me from expressing my thoughts or logic. However, after presenting the project to others and orally conveying my thoughts, I found better ways of conveying the story that I am trying to tell.
The completion of my thesis is the most satisfying part. There have been times when I have doubted my ability to complete it before my completion. Luckily, everything worked out nicely, and I sincerely appreciate the continuous support from my supervisor and friends.
What skills did you develop or strengthen as a result of this project?
My most valuable skills emerge from my ability to explore new knowledge independently and let go of my fears of imperfection. As the only quantitative method user in the cohort, I encountered many problems different from my qualitative and mixed-method peers. At times, I had to investigate a solution on my own. Thus, it becomes more important to actively seek out outside help and not be afraid to ask “stupid” questions. Also, when I consider my past writing experiences, the biggest barrier that prevents me from writing is the fear of not being perfect. The lesson I have learned from this project is to accept that your first draft will not be perfect. Most importantly, the act of writing down your thoughts is more crucial than a perfect sentence or paragraph.
What was your experience working with Sociology faculty on this project?
It has been an absolute honour to work with the wonderful department faculties on this project. I cannot thank my supervisor enough for providing the support and allowing me to explore an area that has always interested me. Furthermore, Dr. Oral Robinson and Dr. Kerry Greer have been a constant source of assistance by sharing their knowledge and checking in with us. Particularly, Dr. Greer has encouraged us to attend different research events and prepare speeches about our own research. I greatly appreciate the faculty members’ insights and deeply believe that they will be a great help and can be carried forward into my future.
