laborer/farmer backgrounds. However, during the Cultural Revolution period （1966-1977）, due to progressively stringent political selections, educational opportunities for offspring of cadres, middle-class constituents, and exploiting class markedly diminished, whereas those for offspring of worker/farmer demographics expanded. Subsequently, during the reform and opening-up period （post-1978）, significant enhancements were observed in the educational opportunities for offspring of cadres, middle-class segments, and exploiting classes, juxtaposed with discernible educational disparities experienced by offspring of worker/farmer demographics.Because of the predominant focus of research on educational inequality in the West on differences in family economic capital （e.g., Duncan & Brooks-Gunn, 1997; Wagmiller, Lennon, Kuang, Alberti, & Aber, 2006）, cultural and social capital （e.g., Bourdieu, 1990 [1977]）; De Graaf, de Graaf, & Kraaykamp, 2000）, and family structure （e.g., McLanahan & Sandefur, 1994; Musick & Mare, 2006）, scant attention has been paid to the influence of political capital on family educational strategies. Therefore, this study concentrates primarily on state policies, particularly during the early stages of socialist development in China. Specifically, it examines how state policies, especially during the planned economy period characterized by political judgments （1949-1977）, have influenced the educational strategies adopted by families and the transmission process of family social status during the planned economy era.2. Selected LiteratureSince the 1990s, scholars have gradually begun to study the relationship between family background and children’s educational attainment in China during the planned economic period.Deng and Treiman （1997） exploited the 1% Public Use Sample from the 1982 census of China to analyze the relationship between family background and educational attainment in Chinese households from 1949 to 1980. They indicated that the Chinese government adopted three measures to promote the equalization of educational opportunities and provide more educational opportunities to the children of workers and peasants before and during the Cultural Revolution. First, they expanded the education system; second, they implemented mass education （adult education） programs; and finally, they took special administrative measures to increase enrollment opportunities for children of workers and peasants. As a result, the proportion of university students from working class and peasant backgrounds steadily increased from 28% in 1953 to 55% in 1958 and reached 71% by 1965. These intervention policies were considered successful in severing the link between fathers’ social economic status and their children’s educational attainment.On the other hand, Li Chunling （2003） used national survey data collected by the Chinese Academy of Social Sciences during November to December 2001, as part of “A Study of Changes in China’s Social Structure” project, to investigate the changes in the relationship between educational attainment and family background among respondents born between the 1940s and 1980s.In Li’s research, whether considering the overall impact of family background or focusing 44早稲田教育評論 第 39 巻第１号
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