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date: 29 February 2024

Ethnic Minority Education in Chinalocked

Ethnic Minority Education in Chinalocked

  • Mei Wu, Mei WuResearch Institute of Higher Education, Yunnan University, China
  • MaryJo Benton Lee, MaryJo Benton LeeSouth Dakota State University
  • Forrest W. ParkayForrest W. ParkayEducational Leadership, Washington State University
  •  and Paul E. PitrePaul E. PitreWashington State University


The introduction of bilingual education, the institution of preferential policies, and the implementation of 9-year compulsory schooling and its strengthening measures have resulted in educational attainments that are significant for a country with the size and diversity of China. The percentage of the ethnic minority students receiving education has increased greatly since the founding of the People’s Republic of China (PRC) in 1949; however, bilingual education is still challenging because of an inadequate supply of qualified teachers and other resources. Preferential policies created educational opportunities for ethnic minorities but did not improve educational quality. Instead, these policies created disparities among different ethnic groups and the Han who live in ethnic minority areas. China’s minority groups are diverse, and its policymaking mechanisms are highly centralized. Designing programs that allow ethnic minorities to benefit from the PRC’s rapid economic development will continue to be a challenge.


  • Education, Cultures, and Ethnicities
  • Educational Politics and Policy
  • Education and Society

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