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How Media Defend Schooling Opportunities for the Yi Girls in Liangshan Minority Area of Southwest China

Received: 4 August 2022     Accepted: 16 August 2022     Published: 1 September 2022
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Abstract

Some Yi girls in remote mountainous areas are losing schooling opportunities. For some reason, many families are so poor that the girls had to quit their schooling to help their parents raise the livestock and have an early arranged marriage. The patriarchal social environment has undermined the Yi girls’ rights to school education. The research focuses on how the Yi girls were marginalized by the patriarchy that dominated the Yi girls’ fate. It will benefit from setting an appropriate report agenda for them and creating a proper media environment to gain equal rights to receive an education. There is a long way to mobilize families, ethnic groups, and communities to fully value the Yi girls’ right to have quality education. A sound environment will benefit more Yi girls and raise awareness of women’s rights. The media’s mission is to defend the education rights of the Yi girls to help them fulfill their potential in their youth and future. The educational inequalities research would benefit from engaging with sociological concerns, theories, and concepts such as gender and socioeconomic class. How media influences the public opinion of the girls’ right to school could contribute to a more nuanced understanding of the rationale of the educational inequalities.

Published in Education Journal (Volume 11, Issue 5)
DOI 10.11648/j.edu.20221105.11
Page(s) 208-213
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Liangshan, The Yi Girls, Marginalised Status, Schooling Rights, Trilingual Education, Media Environment

References
[1] Statistical Bureau of Liangshan Yi Autonomous Prefecture (May 12, 2022). Statistical Bulletin on National Economic and Social Development of Liangshan Prefecture in 2021. Retrieved June 18, 2022, from http://tjj.lsz.gov.cn/sjfb/lstjgb/202205/t20220512_2218837.html
[2] Marco Polo (2009). Marco Polo’s dictation, Rusticiano’s transcript. The Travels of Marco Polo (p. 294). Translated and annotated by Yu Qianfan. Beijing: China Book Publishing House.
[3] Gerison Lansdown, Shane R. Jimerson, Reza Shahroozi (2014). Children’s rights and school psychology: Children’s right to participation. Journal of School Psychology, 52 (1), 3-12.
[4] UNICEF (November 20, 1989). Convention on the Rights of the Child. Retrieved June 18, 2022, from https://www.unicef.org/child-rights-convention/convention-text
[5] Ministry of Education of the PRC (2018). Compulsory Education Law of the People’s Republic of China. Retrieved June 18, 2022, from http://www.moe.gov.cn/jyb_sjzl/sjzl_zcfg/zcfg_jyfl/202110/t20211029_575949.html
[6] National People’s Congress of the People’s Republic of China (October 17, 2020). Law of the People’s Republic of China on the Protection of Minors. Retrieved June 18, 2022, from http://www.npc.gov.cn/englishnpc/c23934/202109/39cab704f98246afbed02aed50df517a.shtml
[7] Pan Zhengyun & Ma Linying (2000). Problems Facing the Education of Yi Girls in Liangshan and Development Measures. Guizhou Ethnic Studies (China), 21 (4), 140-143.
[8] Cai Hua (1999). The old Yi Marriage Ethic and its Impact on Youth Education. Ethnic Education Research (China), (1), 88-90.
[9] Ministry of Education of the PRC (2010). The National Medium-term and Long-term Education Reform and Development Plan. Retrieved June 18, 2022, from http://www.moe.gov.cn/srcsite/A01/s7048/201007/t20100729_171904.html
[10] W. James Potter (1993). Cultivation theory and research: A conceptual critique. Human communication research, 19 (4): 564-601.
[11] Aga Rehamo & Stevan Harrell (2020). Theory and practice of bilingual education in China: lessons from Liangshan Yi autonomous prefecture. International Journal of Bilingual Education and Bilingualism, 23: 10, 1254-1269.
[12] Simone de Beauvoir (1956). The Second Sex (pp. 155-156). Translated and edited by H. M. Parshley. Londen: Jonathan Cape.
[13] P. J. Tichenor, G. A. Donohue, & C. N. Olien (1970). Mass Media Flow and Differential Growth in Knowledge. Public Opinion Quarterly, 34 (2), 159-170.
[14] Emily Hannum & Fan Wang (2022). Fewer, better pathways for all? Intersectional impacts of rural school consolidation in China’s minority regions, World Development, Vol. 151. https://doi.org/10.1016/j.worlddev.2021.105734
[15] Lubei Zhang & Linda Tsung (2019). Bilingual Education and Minority Language Maintenance in China: The Role of Schools in Saving the Yi Language (p. 102). Switzerland: Springer Nature.
[16] Angel Hor Yan Lai, Cheryl Hiu-kwan Chui, Jade Kin Yu Wong, Cynthia Tsz Ching Leung, & Zhijun Chen (2022). Ethnic identity, perceived classmate support and general self-efficacy in ethnic minority adolescents in rural Chinese school settings. Children and Youth Services Review, Volume 137, 2022. https://doi.org/10.1016/j.childyouth.2022.106486
[17] Liangshan Prefecture Women’s Federation (2022). The Paper. The Public Welfare Project “Promoting the Educational Development of Girls in Liangshan” Landed in Liangshan. https://m.thepaper.cn/ baijiahao_16205805.
[18] Lu Wang & Keith Lewin (2016). Two Decades of Basic Education in Rural China: Transitions and Challenges for Development (p. 84). Singapore: Springer.
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  • APA Style

    Qiangchun Wang. (2022). How Media Defend Schooling Opportunities for the Yi Girls in Liangshan Minority Area of Southwest China. Education Journal, 11(5), 208-213. https://doi.org/10.11648/j.edu.20221105.11

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    ACS Style

    Qiangchun Wang. How Media Defend Schooling Opportunities for the Yi Girls in Liangshan Minority Area of Southwest China. Educ. J. 2022, 11(5), 208-213. doi: 10.11648/j.edu.20221105.11

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    AMA Style

    Qiangchun Wang. How Media Defend Schooling Opportunities for the Yi Girls in Liangshan Minority Area of Southwest China. Educ J. 2022;11(5):208-213. doi: 10.11648/j.edu.20221105.11

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  • @article{10.11648/j.edu.20221105.11,
      author = {Qiangchun Wang},
      title = {How Media Defend Schooling Opportunities for the Yi Girls in Liangshan Minority Area of Southwest China},
      journal = {Education Journal},
      volume = {11},
      number = {5},
      pages = {208-213},
      doi = {10.11648/j.edu.20221105.11},
      url = {https://doi.org/10.11648/j.edu.20221105.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221105.11},
      abstract = {Some Yi girls in remote mountainous areas are losing schooling opportunities. For some reason, many families are so poor that the girls had to quit their schooling to help their parents raise the livestock and have an early arranged marriage. The patriarchal social environment has undermined the Yi girls’ rights to school education. The research focuses on how the Yi girls were marginalized by the patriarchy that dominated the Yi girls’ fate. It will benefit from setting an appropriate report agenda for them and creating a proper media environment to gain equal rights to receive an education. There is a long way to mobilize families, ethnic groups, and communities to fully value the Yi girls’ right to have quality education. A sound environment will benefit more Yi girls and raise awareness of women’s rights. The media’s mission is to defend the education rights of the Yi girls to help them fulfill their potential in their youth and future. The educational inequalities research would benefit from engaging with sociological concerns, theories, and concepts such as gender and socioeconomic class. How media influences the public opinion of the girls’ right to school could contribute to a more nuanced understanding of the rationale of the educational inequalities.},
     year = {2022}
    }
    

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    AB  - Some Yi girls in remote mountainous areas are losing schooling opportunities. For some reason, many families are so poor that the girls had to quit their schooling to help their parents raise the livestock and have an early arranged marriage. The patriarchal social environment has undermined the Yi girls’ rights to school education. The research focuses on how the Yi girls were marginalized by the patriarchy that dominated the Yi girls’ fate. It will benefit from setting an appropriate report agenda for them and creating a proper media environment to gain equal rights to receive an education. There is a long way to mobilize families, ethnic groups, and communities to fully value the Yi girls’ right to have quality education. A sound environment will benefit more Yi girls and raise awareness of women’s rights. The media’s mission is to defend the education rights of the Yi girls to help them fulfill their potential in their youth and future. The educational inequalities research would benefit from engaging with sociological concerns, theories, and concepts such as gender and socioeconomic class. How media influences the public opinion of the girls’ right to school could contribute to a more nuanced understanding of the rationale of the educational inequalities.
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Author Information
  • School of Fusion Media, Sichuan University of Media and Communications, Chengdu, China

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