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Sociocultural Adaptation Profiles of Ethnic Minority Senior High School Students in Mainland China: A Latent Class Analysis

Author

Listed:
  • Aoxue Su

    (College of Science, Minzu University of China, Beijing 100081, China)

  • Wei He

    (College of Science, Minzu University of China, Beijing 100081, China)

  • Taichao Huang

    (College of Science, Minzu University of China, Beijing 100081, China)

Abstract

This study aimed to quantitatively determine the sociocultural adaptation profiles of ethnic minority senior high school students in mainland China. A large-scale questionnaire survey of 1873 Grade 12 students from 31 interior ethnic boarding schools throughout China was conducted. Through exploratory and confirmatory factor analyses, the underlying structure of the sociocultural adaptation questionnaire was uncovered as consisting of three domains and six factors: General adaptation (daily life and school management), academic adaption (learning strategies and learning self-efficacy), and interaction adaptation (interethnic contact and cultural identity). By performing latent class analysis, four distinct sociocultural adaptation profiles of students were distinguished: The well-adapted group (28.0%), the general adaptation group (31.0%), the interaction adaptation group (24.4%), and the maladaptation group (16.6%). The results of chi-squared and variance analyses showed that the sociocultural adaptation profiles of ethnic minority senior high school students were significantly related to sociodemographic variables, such as ethnicity, class organization, hometown location, and family socioeconomic status. These profiles can be used to evaluate changes in ethnic minority students’ sociocultural adaptation and will contribute to the perfection of the ethnic minority boarding school system and the ultimate realization of inclusive and equitable quality education in China.

Suggested Citation

  • Aoxue Su & Wei He & Taichao Huang, 2019. "Sociocultural Adaptation Profiles of Ethnic Minority Senior High School Students in Mainland China: A Latent Class Analysis," Sustainability, MDPI, vol. 11(24), pages 1-16, December.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:24:p:6942-:d:294630
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    References listed on IDEAS

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    1. Minh-Hoang Nguyen & Meirmanov Serik & Thu-Trang Vuong & Manh-Tung Ho, 2019. "Internationalization and Its Discontents: Help-Seeking Behaviors of Students in a Multicultural Environment Regarding Acculturative Stress and Depression," Sustainability, MDPI, vol. 11(7), pages 1-20, March.
    2. Minh Hoang Nguyen & Tam Tri Le & Serik Meirmanov, 2019. "Depression, Acculturative Stress, and Social Connectedness among International University Students in Japan: A Statistical Investigation," Sustainability, MDPI, vol. 11(3), pages 1-19, February.
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    Cited by:

    1. Aitana Fernández-Sogorb & María Vicent & Carolina Gonzálvez & Ricardo Sanmartín & Antonio Miguel Pérez-Sánchez & José Manuel García-Fernández, 2020. "Attributional Style in Mathematics across Anxiety Profiles in Spanish Children," Sustainability, MDPI, vol. 12(3), pages 1-11, February.
    2. Aoxue Su & Wei He, 2020. "Exploring Factors Linked to the Mathematics Achievement of Ethnic Minority Students in China for Sustainable Development: A Multilevel Modeling Analysis," Sustainability, MDPI, vol. 12(7), pages 1-14, April.
    3. Shi Jiao & Jing Wang & Xu Ma & Zheng You & Dini Jiang, 2022. "Motivation and Its Impact on Language Achievement: Sustainable Development of Ethnic Minority Students’ Second Language Learning," Sustainability, MDPI, vol. 14(13), pages 1-20, June.
    4. Di Jia & Hongxue Shao & Chi Zhang, 2020. "Construction of Cultural Identity through Language Education of Junior-Senior High Schools in China during 1949-1997," International Journal of Social Science Studies, Redfame publishing, vol. 8(5), pages 127-137, September.

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