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When Choices Become Chances: Extending Boudon's Positional Theory to Understand University Choices in Contemporary China
2018
Comparative Education Review
This article extends Boudon's positional theory to understand how students from different social backgrounds estimate their academic performance and how they translate their choices into the final destinations in higher education in the context of contemporary China. I draw upon empirical evidence from a first-hand survey study involving 2,425 undergraduates from different social backgrounds and from different types of universities. The statistical analyses suggest that students from privileged
doi:10.1086/695405
fatcat:3mdhzzsplvgunnr5l7cfxavsge