Promoting Equitable Education: School Engagement Among Disadvantaged Student Groups in China

Students from lower socioeconomic backgrounds often limited access to quality resources school, which can hinder academic achievement and exacerbate inequality (OECD, 2012). Addressing these disparities through inclusive and responsive school practices can foster engagement and promote equity (Placklé et al., 2020; Ainscow et al., 2013). While existing research underscores the importance of student engagement (Fredricks et al., 2004), it rarely distinguishes between educational tracks. Vocational education remains underexplored. Given its unique context, examining school climate and engagement among vocational students is vital, as these factors influence both short-term school adaptation and long-term social development (Chiu et al., 2012).
This dissertation aims to contribute to the development of equitable education systems by examining student engagement through the school experiences of disadvantaged groups.
In line with the dissertation 's objectives, we initially examine the composition of vocational students' backgrounds across China. Subsequently, a structural equation model is applied to assess the factors impacting their school engagement. This dissertation is guided by two core conceptual frameworks: (1) the Bourdieu capital theory, which categorizes students' backgrounds into achieved and ascribed factors, and (2) a model for understanding school engagement that incorporates school climate, student engagement, and academic achievement.