Female education equity in China: An exploratory analysis of quantitative data between 2009 and 2016

Abstract

Reported findings on female education equity and development in China seem to diverge with one another especially with quantitatively national reported data. The questionable claim that [female education inequality in China is gendered and practised procedurally and substantively]—is examined using a quantitative synthesis based on the MoE and NBSC databases between 2009 and 2016. The generated outcome showed convergence evidencing covert gender inequality represented by power and authority under representation as compared to the relative gaps between females and males—attributed to a number of factors like population difference. Hence, the presented data and arguments credit the presence of covert gender inequality vice versa overt gender equality—discrediting the presence of procedural and substantive gender inequality. Put together, female education equity and development is undoubtedly relative.