Social class and differences in parental expectation and involvement in education : a study of two schools in urban Shanghai, China

Drawing from cultural and social reproduction theory, this research studied the relationship between social class and parental involvement in education in modern China. The study paid particular attention to parents' educational background, professional occupation and socio-economic status, and how these factors contribute to their expectation and involvement in education. The research was an attempt to explore the importance of cultural and social capital in Chinese families, which has a decisive impact on children's educational experience. It also examined how class status were maintained and perpetuated from one generation to the next through parents' role in schooling, and through China's dual track school system.A key school and a non-key school in Shanghai were chosen for the study. Forty eight families, including children and parents, participated in this research. Data collection was completed through interviews and observations. Interview protocols were prepared and used for parents and students respectively.The findings of the research indicate that parental expectation is closely related with parents' educational level, while parental involvement in education is determined by more than one factor, and parent's socio-economic status is the most important