parents had experienced negative consequences from their own high educational qualifications, such as being assigned to relatively poor and remote areas for work, they chose to lower their children’s academic level to help them achieve a higher political status. This choice can be viewed as a “rational choice” within the discourse of socialist China.Who Succeeds in the College Entrance Examination: The Intergenerational Transmission of Cultural and Political CapitalChildren born between 1960 and 1977 who experienced the Cultural Revolution during their adolescence had very limited substantive education during their elementary and middle school years. However, with the reinstatement of the college entrance examination in 1977, academic qualifications became a new benchmark for evaluation. This interview study found that children from families with higher cultural and political capital were more likely to succeed in college entrance examinations.Next, we examined how cultural and political capital are transmitted across generations and how they impact the educational levels of children based on specific interview content.The influence of Political capital’s influence on educational opportunities is often exercised through its conversion into social capital. For example, T’s father joined the military at a young age and served as a cadre in Xinjiang. Both T and T sisters were born in Xinjiang. Although T’s parents did not have high educational qualifications, during T and her sister’s middle and high school years.In the interview, T mentioned: “From middle school onwards, my father placed a lot of importance on my and my sister’s studies. However, there were no tutoring centers as there are now, so my father asked his colleagues, knowledgeable in physics and chemistry, to tutor us. Using this method, we achieved better academic results.”Similar situations were also observed in other interviews, where parents often used the advantages of their profession to secure better educational resources for their children. This is akin to the intergenerational transmission of social capital in western countries.In addition to political capital, this study confirms the theory of cultural capital reproduction across social classes. For example, interviewee O’s parents were both university graduates; his father was a university lecturer and his mother was a high school teacher. In the interview, O mentioned that since both his parents specialized in Chinese literature, their homes were always filled with a large collection of books, which greatly influenced the children. From a very young age, O and his siblings developed a habit of reading. Before reaching high school, O read many classic literary works from both Eastern and Western traditions.Additionally, O recalled that during summer vacations, most working-class families adopted a laissez-faire parenting approach. During the Cultural Revolution, with school education halted and no homework assigned, children often spent their holidays playing or helping their families with chores. In contrast, O’s father had a more structured approach: O was required to take a nap every afternoon, read after waking up, write an essay or practice calligraphy based on his reading, and was only allowed 54早稲田教育評論 第 39 巻第１号
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