to go out and play after 4 p.m. This approach was markedly different from the parenting styles of most working-class families at the time.Thus, even during the Cultural Revolution, when formal school education was suspended, O developed a cultural affinity through the transmission of cultural capital within his family. This cultural capital later enabled him to succeed in the college entrance examination and attain a university degree after it was reinstated.Similar accounts also appeared in the interviews with N, P, Q, and R, in which one or both parents were university graduates. They mentioned that even during the Cultural Revolution, when formal schooling was suspended, parents insisted that they read and study at home. This emphasis on home-based education allowed them to acquire a certain level of cultural knowledge, despite the lack of formal school education.6. ConclusionThis study employed qualitative research methods to compare the processes of social class transmission in families from two cohorts: those born between 1949 and 1959 （the early planned economy period） and those born between 1960 and 1977 （the later planned economy period）. It also examines the role of education in social class transmission during these different periods, leading to the following conclusions:1. The role of education in social class transmission is more significant in the cohort born during the later planned economy period （1960-1977）, whereas in the cohort born during the early planned economy period （1949-1959）, the intergenerational transmission of education is almost negligible. This difference is primarily due to divergent national policy orientations in the two periods. The cohort born during the early planned economy period experienced the Cultural Revolution during adolescence, leading to the complete suspension of school education and collapse of a merit-based society. This social upheaval severed the possibility of intergenerational educational transmission. In contrast, those born between 1960 and 1977, although born during the Cultural Revolution, reached adolescence in the later planned economy period, when the restoration of school education and the rebuilding of a credential-based society made intergenerational educational transmission possible.2. The planned economy period was characterized by talent selection based on political loyalty, education, and employment choices during this period reflected a strong political orientation. Specifically, some parents encouraged their children to master a cultural or artistic skill to navigate the “sent-down youth” movement, while others deliberately lowered their children’s educational attainment to avoid potential implicit status risks during political screening. Such educational choices can be explained by the RRA hypothesis （Breen & Goldthorpe, 1997）.3. During the Cultural Revolution, even though some intellectuals opted to reduce their children’s educational level to mitigate the risk of political status decline, this did not indicate 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 197855
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