Vocational education plays a critical role in China’s educational landscape and economic development strategy. This dissertation examines the factors influencing academic achievement among students in Chinese higher vocational education (HVE) programs, with a focus on demographic characteristics, academic beliefs/experiences, and gender role identities. Despite the strategic importance of vocational education in China, gaps persist in academic performance and employment outcomes of graduates. These disparities are linked to various factors, including socioeconomic background, prior academic experiences, and entrenched gender norms. This study aimed to dissect the complex interplay of these factors and their impact on student achievement in vocational settings. Specifically, it investigated: (a) how much variance in academic achievement is explained by demographic factors, academic beliefs/experiences, and gender roles; (b) the relationship between gender role identification and dimensions of academic achievement; and (c) how gender role identification impacts choice of major and subsequent academic performance. The research employed a quantitative approach, analyzing data from students across multiple vocational institutions in China. Hypotheses predicted that demographic factors, academic beliefs, and egalitarian gender roles will positively predict academic achievement, while traditional gender roles will negatively predict achievement. The study findings suggest that gender role identity significantly affects students’ choice of academic majors. This research contributes to the theoretical understanding of academic achievement in vocational education and has practical implications for policymakers and educators. Identifying key determinants of student success can inform targeted interventions to improve educational equity and align vocational training with labor market needs. The findings aim to guide the development of more inclusive policies and practices in China’s vocational education system, ultimately contributing to broader goals of economic development and social cohesion.
","abstract_html":"<p>Vocational education plays a critical role in China’s educational landscape and economic development strategy. This dissertation examines the factors influencing academic achievement among students in Chinese higher vocational education (HVE) programs, with a focus on demographic characteristics, academic beliefs/experiences, and gender role identities. Despite the strategic importance of vocational education in China, gaps persist in academic performance and employment outcomes of graduates. These disparities are linked to various factors, including socioeconomic background, prior academic experiences, and entrenched gender norms. This study aimed to dissect the complex interplay of these factors and their impact on student achievement in vocational settings. Specifically, it investigated: (a) how much variance in academic achievement is explained by demographic factors, academic beliefs/experiences, and gender roles; (b) the relationship between gender role identification and dimensions of academic achievement; and (c) how gender role identification impacts choice of major and subsequent academic performance. The research employed a quantitative approach, analyzing data from students across multiple vocational institutions in China. Hypotheses predicted that demographic factors, academic beliefs, and egalitarian gender roles will positively predict academic achievement, while traditional gender roles will negatively predict achievement. The study findings suggest that gender role identity significantly affects students’ choice of academic majors. This research contributes to the theoretical understanding of academic achievement in vocational education and has practical implications for policymakers and educators. Identifying key determinants of student success can inform targeted interventions to improve educational equity and align vocational training with labor market needs. The findings aim to guide the development of more inclusive policies and practices in China’s vocational education system, ultimately contributing to broader goals of economic development and social cohesion.</p>","abstract_has_math":false,"creators":["Li, Yiwei"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Douglas Havard, PhD","Margaret Grogan, PhD","Mark Maier, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12-01T08:00:00Z","date_published":"2024-12-01T08:00:00Z","updated_at":"2026-07-24T01:38:37Z","subjects":["Higher Vocational Education","Gender Role Attitude","Academic Beliefs","Educational Leadership","Vocational Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/education_dissertations/92","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Douglas Havard, PhD","Margaret Grogan, PhD","Mark Maier, PhD"]},{"key":"dc:creator","label":"Author","values":["Li, Yiwei"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-12-06T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Higher Vocational Education","Gender Role Attitude","Academic Beliefs","Educational Leadership","Vocational Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/education_dissertations/92"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Vocational education plays a critical role in China’s educational landscape and economic development strategy. This dissertation examines the factors influencing academic achievement among students in Chinese higher vocational education (HVE) programs, with a focus on demographic characteristics, academic beliefs/experiences, and gender role identities. Despite the strategic importance of vocational education in China, gaps persist in academic performance and employment outcomes of graduates. These disparities are linked to various factors, including socioeconomic background, prior academic experiences, and entrenched gender norms. This study aimed to dissect the complex interplay of these factors and their impact on student achievement in vocational settings. Specifically, it investigated: (a) how much variance in academic achievement is explained by demographic factors, academic beliefs/experiences, and gender roles; (b) the relationship between gender role identification and dimensions of academic achievement; and (c) how gender role identification impacts choice of major and subsequent academic performance. The research employed a quantitative approach, analyzing data from students across multiple vocational institutions in China. Hypotheses predicted that demographic factors, academic beliefs, and egalitarian gender roles will positively predict academic achievement, while traditional gender roles will negatively predict achievement. The study findings suggest that gender role identity significantly affects students’ choice of academic majors. This research contributes to the theoretical understanding of academic achievement in vocational education and has practical implications for policymakers and educators. Identifying key determinants of student success can inform targeted interventions to improve educational equity and align vocational training with labor market needs. The findings aim to guide the development of more inclusive policies and practices in China’s vocational education system, ultimately contributing to broader goals of economic development and social cohesion.
"]},{"key":"dc:source","label":"Dc Source","values":["Li, Y. (2024). Influence of gender roles and academic beliefs on educational outcomes in higher vocational colleges of China [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000622"]},{"key":"dc:title","label":"Title","values":["Influence of Gender Roles and Academic Beliefs on Educational Outcomes in Higher Vocational Colleges of China"]}]}],"canonical_facts":{"dc:contributor":["Douglas Havard, PhD","Margaret Grogan, PhD","Mark Maier, PhD"],"dc:creator":["Li, Yiwei"],"dc:date.available":["2026-12-06T08:00:00Z"],"dc:description.abstract":["Vocational education plays a critical role in China’s educational landscape and economic development strategy. This dissertation examines the factors influencing academic achievement among students in Chinese higher vocational education (HVE) programs, with a focus on demographic characteristics, academic beliefs/experiences, and gender role identities. Despite the strategic importance of vocational education in China, gaps persist in academic performance and employment outcomes of graduates. These disparities are linked to various factors, including socioeconomic background, prior academic experiences, and entrenched gender norms. This study aimed to dissect the complex interplay of these factors and their impact on student achievement in vocational settings. Specifically, it investigated: (a) how much variance in academic achievement is explained by demographic factors, academic beliefs/experiences, and gender roles; (b) the relationship between gender role identification and dimensions of academic achievement; and (c) how gender role identification impacts choice of major and subsequent academic performance. The research employed a quantitative approach, analyzing data from students across multiple vocational institutions in China. Hypotheses predicted that demographic factors, academic beliefs, and egalitarian gender roles will positively predict academic achievement, while traditional gender roles will negatively predict achievement. The study findings suggest that gender role identity significantly affects students’ choice of academic majors. This research contributes to the theoretical understanding of academic achievement in vocational education and has practical implications for policymakers and educators. Identifying key determinants of student success can inform targeted interventions to improve educational equity and align vocational training with labor market needs. The findings aim to guide the development of more inclusive policies and practices in China’s vocational education system, ultimately contributing to broader goals of economic development and social cohesion.
"],"dc:identifier":["https://digitalcommons.chapman.edu/education_dissertations/92"],"dc:source":["Li, Y. (2024). Influence of gender roles and academic beliefs on educational outcomes in higher vocational colleges of China [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000622"],"dc:subject":["Higher Vocational Education","Gender Role Attitude","Academic Beliefs","Educational Leadership","Vocational Education"],"dc:title":["Influence of Gender Roles and Academic Beliefs on Educational Outcomes in Higher Vocational Colleges of China"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:37Z"}