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How Family Socioeconomic Status Affects Teacher Support: Evidence From a Cross-Sectional Survey in Eastern China
Fri, May 5, 4:15 to 5:45pm CDT (4:15 to 5:45pm CDT), SIG Virtual Rooms, Critical Examination of Race, Ethnicity, Class and Gender in Education SIG Virtual Paper RoomAbstract
Teacher support is considered an equalizer in Chinese education system. However, the theories of educational sociology revel that higher socioeconomic status (SES) students receive more support from teachers. Previous research focused on SES-based stereotyped teacher perception and expectation towards students, while this research examined the relationship and mechanism between family SES and students’ perceived teacher support utilizing a cross-sectional survey on 1494 middle-school students in eastern China. The findings of this research suggested that teacher emotional support is distributed unequally in line with their SES. Meanwhile, family social capital and individual cultural capital constitute a sequential mediation effect between SES and teacher support. This research emphasized the specific mechanism of social reproduction through teacher support. Policy implications were also discussed.