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Through qualitative interviews with 21 FGCS who secured places at two Chinese elite universities, this research delineates four high school practices that are instrumental in enhancing these students’ cultural capital: reinforcing examination skills through rigorous curriculums, fostering aspirations via the symbolic value of rankings, expanding access to university information through institutional connections, and offering emotional support through nurturing relationships. Although these practices enhance cultural capital essential for elite university entry, they also present significant mental health challenges and overlook the broader developmental needs of FGCSs. This study advances the international discourse on cultural capital in elite university admissions, highlighting how schools within China’s exam-based system equip cultural capital for disadvantaged students like FGCSs.