Abstract
This qualitative study critically examines the factors that influence Chinese families' decisions to enrol their children in international high schools (IHSs) in Ningbo, China. Employing Critical Realism’s (CR) four planes of social being as the theoretical framework, the research examines the multidimensional nature of these choices, considering the material, interpersonal, social structural, and inner being dimensions. Through in-depth interviews with 8 families, the study aims to unveil the intricate motivations and experiences driving the preference for IHSs. Departing from previous perspectives that often depict IHSs as elitist institutions mainly driven by the pursuit of cultural capital, this study advocates for a nuanced understanding that incorporates the voices of students and acknowledges the broader socio-cultural context shaping educational choices.
Situated in Ningbo, China, the study provides localised insights into the dynamics of international education, contributing to a more nuanced understanding of this global phenomenon. By incorporating the perspectives of students, the study challenges assumptions about parental agency and highlights the importance of considering the agency and perspectives of young people in educational decision-making processes. Overall, this study tries to offer a comprehensive examination of the motivations behind Chinese families' choices of international high schools, contributing to broader discussions on education, social mobility, and cultural capital in contemporary China.
| Date of Award | 15 Nov 2025 |
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| Original language | English |
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| Supervisor | John Trent (Supervisor) & Xiuzhi Liu (Supervisor) |