This study employs a life history research methodology to compare social class transmission processes between two cohorts born between 1949-1959 and 1960-1977, with a focus on the role of education. The findings revealed a significant impact of education on social class transmission for the 1960-1977 cohort, while it was nearly negligible for the 1949-1959 cohort. National policy orientations, the Cultural Revolution’s effect on the earlier cohort, and the restoration of formal education for the later cohort were identified as the key influencing factors. During the planned economy period, parental decisions were influenced by political loyalty selection mechanisms, with some parents deliberately limiting their children’s educational attainment to mitigate political risk. Intellectual families maintained cultural capital transmission through familial education during the Cultural Revolution. This study highlights the influence of national policies and social changes on family educational choices. However, the limitations include a small sample size, necessitating future research with expanded samples, additional cohorts, and analysis of specific policy changes to enhance generalizability and objectivity. The study also recommends investigating regional differences and examining long-term effects on subsequent generations.Yilei ZHUKeywords： Family Status Achievement, Educational Strategies, The Planned Economy era in China, Life History Analysis【Abstract】431. IntroductionIn contrast to the developmental trajectory of industrialized nations, the relationship between family background and educational attainment in socialist China has exhibited varying dynamics across different historical epochs. In urban China, factors influencing educational opportunities, notably the interplay of economic capital, social capital, and cultural capital inherent in family backgrounds, have, at historical junctures, been notably influenced by the political status of the family due to the propensity of selection policies favoring political factors （Zhang, 2022）. For instance, Zhou （2004） highlighted that both before and after the Cultural Revolution, children from laborer/farmer, exploiting and middle-class backgrounds, apart from those from cadre families, were subject to strong influence from the political trends of different historical periods. Specifically, preceding the Cultural Revolution （1949-1965）, the progeny of cadres and middle-class origins exhibited pronounced advantages in enrollment rates for secondary and tertiary education stages compared to their counterparts from The Family Status Achievement and Educational Strategies during The Planned Economy era （1949-1978） in China:Focusing on the Life History Analysis of the Chinese Born between 1949 and 1978
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