China's Mongols at University

Minority students in China often receive preferential treatment for access to universities. However, very little is known about minority student experiences and perceptions on campus after they are accorded what's called "meaningful access" to university. The Mongols emerged as a distinct ethnic group in China starting in the 11th century and, in the centuries that followed, conquered a large part of the world. However, in modern times this nomadic people's influence has declined, and even their survival in China has been threatened. This decline is evidenced by the fact that increasing numbers of Mongols have abandoned their native language and traditional customs, especially those who live in cities. How do Mongol university students, who form the backbone of the Mongol intellectual community, identify themselves in a modern Chinese context? How do they react as university students to the way in which their culture is recognized and represented? Do Mongol students suffer from injustice in the cultural dimension of campus life? China's Mongols at University: Contesting Cultural Recognition seeks to answer these questions. Zhenzhou Zhao addresses these issues by comparing the university discourse (on minority culture policy, institutional structure and daily life) and the Mongol student discourse (concerning their experiences, perceptions of recognition, and dedication to self-representation on campus) Additionally, Gao compares three universities in China. Located in Inner Mongolia Autonomous Region, Beijing, and Hubei Province, respectively, each of these universities represents one of three types of higher education accessible to minority students in China: universities located in ethnic areas, standard universities, and universities for nationalities. China's Mongols at University explores and discusses an intrinsic connection between marketization and globalization and the disadvantages faced by minority groups. This book argues that China must move from a policy of preferential tre

This book recounts untold stories about ethnic relations in China. It examines how ethnic equality is represented in various institutions’ discourses on college campus and how ethnic equality and inequality are perceived and voiced by Mongolian college students, their Han peers, and college faculty/staff., Zhenzhou Zhao's volume offers a very welcome scholarly attempt to bring us much closer to a persuasive understanding of the relationship between Han Chinese and ethnic minorities in China in a university setting. By using multiple voices, representing both Mongol and Han students, as well as the educational authorities at the universities at which they are studying, Zhao's research design and methodological choices enable her to tell a highly complex story in clearly written prose. We are presented with an impressive comparative analysis that goes beyond what any single case study would have offered. Because she employed multiple sources of data collection—including documentary research, 141 interviews, and direct observation—Zhao is able to reveal the key differences represented by the multiple voices. While the Chinese media contain many accounts about educational access for minorities, generally offering an "official" voice, this is one of the very few accounts that looks at the experience of minority nationality students after they have enrolled, incorporating their voices alongside that of the dominant majority culture.

Zhenzhou Zhao is a postdoctoral researcher at The Hong Kong Institute of Education, Hong Kong.