Physical Separation, Social Distance, and Kinship Sentiments: An Exploration of Rural Parent–Teacher Relations in China

Abstract

Research from various national contexts has shown that less privileged parents face various barriers when developing relationships with teachers compared to their more privileged counterparts. Chinese rural citizens have been disadvantaged within the hukou system, where existing studies have shown various and complex inequalities as regards rural parent–teacher relations. Such complexities, this article argues, might contribute to the ongoing discussions on the integration of Bourdieu's and Coleman's approaches to social capital. Informed by Bourdieu's three moments of field analysis, this study presents three core themes as regards Chinese rural parent–teacher relations: physical separation, social distance, and kinship sentiments. Through qualitatively exploring the life stories of a group of Chinese rural students before their entry to elite universities, this article bridges Bourdieu's social reproduction stance and Coleman's productive view in relation to social capital.