Social exclusion and inequality in higher education in China: A capability perspective

Following calls for further research in education inequality beyond input and output measures, especially with a qualitative approach, and building on the implications of capability deprivation on equality (Unterhalter, 2003a and Unterhalter, 2003b), we extend the findings of Sen, 1979, Sen, 1990, Sen, 1992 and Sen, 2000 capability approach to higher education (HE). This article employs social exclusion theory as the analytical framework to examine educational inequalities in China posed by the HE admission system in Post-Mao era. This paper is driven by certain key motivations and makes a significant contribution to the extant literature. Firstly, the paper seeks to outline a usable definition of social exclusion in the context of HE enrolment. Following this, Sen, 1979, Sen, 1990, Sen, 1992 and Sen, 2000 capability approach is adopted for the first time as a theoretical construct to examine the situation facing HE in China. Sen's approach facilitates an appraisal of the process of exclusion in HE enrolment. The importance of the capability approach is that it allows one to recognize different needs and choices confronting different social groups by distinguishing between different types of social exclusion in this area. Finally, this information is used to evaluate responses which are available to the existing issues within the current Chinese HE enrolment mechanism i.e. that the mechanism is fundamentally flawed and risks reducing, rather than enhancing, capability by excluding certain groups of students from fair competition in terms of access.

Research highlights▶ The paper is the first attempt to apply Sen's capability approach in Chinese context. ▶ It seeks to outline a usable definition of social exclusion in the context of higher education enrolment. ▶ It proposes an analytical framework that allows one to recognize different needs and choices confronting different social groups by distinguishing between different types of social exclusion in higher education. ▶ The framework also provides guidelines for evaluation of policy responses. ▶ It comes to a conclusion that the higher education enrolment mechanism is fundamentally flawed and risks reducing, rather than enhancing, capability by excluding certain groups of students from fair competition in terms of access.