By contrast, individuals G through K, who were born into the exploiting class, spent more than five years in the countryside. Throughout the Cultural Revolution, they had not received any educational opportunities.This disparity is entirely dependent on the political backgrounds of their families. Obtaining educational opportunities during the Cultural Revolution was extremely difficult for children born to exploiting-class families. By contrast, children born to working-class or middle-class families found it relatively easier to access educational or career opportunities during that period.Through the interview records of children born to working-class families and those born to exploiting-class families, we can observe the differences in educational opportunities during the Cultural Revolution based on different family backgrounds.Most interviewees mentioned the recruitment and university recommendation policies implemented by the Chinese government during the Down to Countryside Movement. Some even detailed the recommendation process for university admissions. For example, interviewee A noted that after the educated youth were sent to the countryside in 1968, policies for “promotion” back to the city and university recommendation began in 1970. The decision of who could be promoted or recommended for university admission was mainly based on family background and performance in the countryside.The selection process was conducted at the “brigade” level. First, a few candidates were chosen based on their family backgrounds and rural performance. Both the educated youth and local farmers voted among these candidates to select those eligible for promotion or university recommendations. In the interview, Mr. A mentioned that he and his younger brother were both sent to the countryside, but due to the limited number of promotion slots in 1970, he was prioritized for promotion to the city where he secured a job. His younger brother remained in the countryside until 1971 when he joined the army.However, when deciding who could receive educational opportunities, it seems that the children of cadres had additional advantages, in addition to family background. For instance, Interviewee A mentioned that after being promoted from the countryside to a factory in 1970, he had the opportunity to study at Xi’an Jiaotong University in 1971 （one of the worker-peasant-soldier universities at the time）. However, the opportunity to study was given to the son of the factory party secretary. Feeling frustrated, Mr. A chose to join the army. After completing military service, he returned to his original job. Later, in the 1980s, he obtained a three-year college diploma through continuing education.Although Compared to the working and peasant classes, families with strong political backgrounds, such as cadres and revolutionary soldiers, had more favorable opportunities for their children’s education and employment during the Cultural Revolution; overall, children from working and peasant families still held a relatively advantageous position. At the very least, they had access to educational and employment opportunities. In contrast, the children in the exploiting class were completely disadvantaged during the Cultural Revolution.50早稲田教育評論 第 39 巻第１号
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