Learning to Succeed? Interplay between Ethnic Identity, National Identity, and Students’ Perception on Social Mobility in a Xinjiang Class School of China
Abstract
:1. Introduction
2. Theoretical Development
3. Methods
3.1. Case Selection, Participants and Procedure
3.2. Variables and Measurement
4. Results
4.1. Validity and Reliability Tests
4.2. Hypotheses Testing
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Demographic | Frequency (N = 570) | % of Respondents |
---|---|---|
Age | ||
14 | 2 | 0.4% |
15 | 38 | 6.7% |
16 | 142 | 24.9% |
17 | 153 | 27.0% |
18 | 140 | 24.6% |
19 | 82 | 14.4% |
20 | 12 | 2.1% |
Gender | ||
Male | 197 | 34.6% |
Female | 373 | 65.4% |
Grades | ||
Preparatory Class | 166 | 29.1% |
Level 10 | 163 | 28.6% |
Level 11 | 133 | 23.3% |
Level 12 | 108 | 18.9% |
Ethnicity | ||
Uyghur | 262 | 46.0% |
Kazakh | 93 | 16.3% |
Hui | 57 | 10.0% |
Kyrgyz | 6 | 1.1% |
Mongolian | 12 | 2.1% |
Tajik | 2 | 0.4% |
Xibo | 4 | 0.7% |
Man | 1 | 0.2% |
Uzbek | 1 | 0.2% |
Russian | 1 | 0.2% |
Daur | 1 | 0.2% |
Tartar | 1 | 0.2% |
Han | 121 | 21.2% |
Other (Dongxiang, Tujia and Tu) | 8 | 1.4% |
Paths | Loadings (t-Value) | CR | AVE | Cronbach’s α |
---|---|---|---|---|
Ethnic-Commitment | 0.883 | 0.656 | 0.877 | |
EC1 | 0.668 *** | |||
EC2 | 0.839 *** (17.246) | |||
EC3 | 0.881 *** (17.843) | |||
EC4 | 0.835 *** (17.193) | |||
Ethnic-Exploration | 0.851 | 0.590 | 0.843 | |
EE1 | 0.665 *** | |||
EE2 | 0.780 *** (15.645) | |||
EE3 | 0.825 *** (16.264) | |||
EE4 | 0.794 *** (15.855) | |||
National-Commitment | 0.880 | 0.650 | 0.874 | |
NC1 | 0.801 *** | |||
NC2 | 0.891 *** (23.703) | |||
NC3 | 0.870 *** (23.175) | |||
NC4 | 0.639 *** (15.837) | |||
National-Exploration | 0.840 | 0.638 | 0.836 | |
NE1 | 0.714 *** | |||
NE2 | 0.824 *** (17.257) | |||
NE3 | 0.851 *** (17.431) | |||
Educational Attainment | 0.825 | 0.545 | 0.812 | |
EA1 | 0.834 *** | |||
EA2 | 0.663 *** (16.561) | |||
EA3 | 0.614 *** (15.085) | |||
EA4 | 0.817 *** (21.406) | |||
Perception of Social Status | 0.862 | 0.679 | 0.850 | |
PSS1 | 0.678 *** | |||
PSS2 | 0.892 *** (18.144) | |||
PSS3 | 0.884 *** (18.084) | |||
Sense of Being Elite | 0.871 | 0.630 | 0.867 | |
SBE1 | 0.786 *** | |||
SBE2 | 0.859 *** (21.613) | |||
SBE3 | 0.808 *** (20.255) | |||
SBE4 | 0.714 *** (17.506) |
Variables | Mean | S.D. | (1) | (2) | (3) | (4) | (5) | (6) | (7) |
---|---|---|---|---|---|---|---|---|---|
(1) Ethnic-Commitment | 3.159 | 0.470 | 0.810 | ||||||
(2) Ethnic-Exploration | 3.544 | 0.727 | 0.482 | 0.768 | |||||
(3) National-Commitment | 4.901 | 0.334 | −0.326 | −0.346 | 0.806 | ||||
(4) National-Exploration | 3.945 | 0.799 | −0.130 | −0.434 | 0.295 | 0.799 | |||
(5) Educational Attainment | 4.333 | 0.760 | −0.278 | −0.323 | 0.351 | 0.339 | 0.738 | ||
(6) Perception of Social Status | 4.047 | 0.920 | −0.171 | −0.248 | 0.184 | 0.294 | 0.665 | 0.824 | |
(7) Sense of Being Elite | 3.997 | 0.935 | −0.164 | −0.120 | 0.177 | 0.208 | 0.719 | 0.569 | 0.794 |
Relationships | Path Coefficient | Supported |
---|---|---|
H1: Ethnic Identity → National Identity (−) | Partial | |
H1a-1: Ethnic-Commitment → National-Commitment | −0.197 *** | Yes |
H1a-2: Ethnic-Commitment → National-Exploration | 0.103 | No |
H1b-1: Ethnic-Exploration → National-Commitment | −0.264 *** | Yes |
H1b-2: Ethnic-Exploration → National-Exploration | −0.491 *** | Yes |
H2: Ethnic identity → Social Mobility (−) | Partial | |
H2a-1: Ethnic-Commitment → Educational Attainment | −0.139 * | Yes |
H2a-2: Ethnic-Commitment → Perception of Social Status | −0.076 | No |
H2a-3: Ethnic-Commitment → Sense of Being Elite | −0.136 * | Yes |
H2b-1: Ethnic-Exploration → Educational Attainment | −0.085 | No |
H2b-2: Ethnic-Exploration → Perception of Social Status | −0.090 | No |
H2b-3: Ethnic-Exploration → Sense of Being Elite | 0.063 | No |
H3: National identity → Social mobility (+) | Partial | |
H3a-1: National-Commitment →Educational attainment | 0.217 *** | Yes |
H3a-2: National-Commitment → Perception of social status | 0.067 | No |
H3a-3: National-Commitment → Sense of being elite | 0.105 * | Yes |
H3b-1: National-Exploration → Educational attainment | 0.225 *** | Yes |
H3b-2: National-Exploration → Perception of social status | 0.227 *** | Yes |
H3b-3: National-Exploration → Sense of being elite | 0.188 *** | Yes |
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Yuan, Z.; Xie, Y.; Li, J.; Li, J.; Yang, R. Learning to Succeed? Interplay between Ethnic Identity, National Identity, and Students’ Perception on Social Mobility in a Xinjiang Class School of China. Sustainability 2022, 14, 4444. https://doi.org/10.3390/su14084444
Yuan Z, Xie Y, Li J, Li J, Yang R. Learning to Succeed? Interplay between Ethnic Identity, National Identity, and Students’ Perception on Social Mobility in a Xinjiang Class School of China. Sustainability. 2022; 14(8):4444. https://doi.org/10.3390/su14084444
Chicago/Turabian StyleYuan, Zhenjie, Yulin Xie, Jun (Justin) Li, Jie Li, and Rong Yang. 2022. "Learning to Succeed? Interplay between Ethnic Identity, National Identity, and Students’ Perception on Social Mobility in a Xinjiang Class School of China" Sustainability 14, no. 8: 4444. https://doi.org/10.3390/su14084444