It is worth noting that even after the end of the Cultural Revolution, this politically oriented educational strategy persisted in some families. For example, interviewee A, born in 1962, had parents who were university graduates. A’s father was born in Shanghai and graduated from Peking University. However, due to the unfavorable political background of his family, after graduation, he was assigned to work in a factory in Anhui Province. The mother was born in Shanghai and graduated from Daxia University （now the East China Normal University）. Similarly, because of her family’s poor class background, she was assigned to work as a teacher at a normal school in the Anhui Province after graduation. Both parents experienced some degree of unfair treatment during the Cultural Revolution because of their families’ political backgrounds, which made them particularly cautious in their children’s educational choices to avoid the disadvantages of their political status. When A entered high school, China had already entered a period of reform and opening. However, when it came to the question of whether A should take the college entrance examination after graduating from high school, her parents expressed differing opinions. A’s father, having gone through the harsh political screening processes of the Cultural Revolution, remained cautious even though the state had reinstated formal education and began economic reforms. He was still concerned that A might be sent to the countryside after graduating from university. As a result, he was strongly opposed to A, who took the college entrance examination. Despite A’s excellent academic performance, she did not take the exam and instead went to work in a factory where her father was employed.From the above interview content, we can see that compared to respondents born between 1949 and 1959, those born between 1960 and 1977 experienced the Cultural Revolution either at birth or shortly thereafter. Consequently, parents often plan their education based on the prevailing political climate during childhood. During this period, parents’ educational planning often exhibited a clear political orientation. Parents would use their personal judgment of the value within the politically stratified society to choose the most suitable educational paths for their children, aiming to help them achieve a certain level of social status within the political hierarchy.Second, educational planning during this period was often not oriented toward academic qualifications or formal school education. Instead, parents’ educational strategies tended to focus on helping their children secure political status. This approach was used because, in the planned economy period of Chinese society, it was a politically stratified society in which demonstrating political loyalty was more crucial for gaining social status.The educational choices made by parents during this period, based on political orientation, can be analyzed using the RRA hypothesis. The reason A’s father actively lowered A’s educational attainment was precisely due to a politically stratified society. As social stratification in China during the planned economic period was based on political status, parents from different social classes consciously made educational choices to help their children attain higher political positions. In A’s family, because the 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 197853
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