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Understanding educational aspiration is pivotal for studying access to and success in higher education, given its influence on academic, occupational, and societal trajectories. Yet, aspiration is a challenging topic to research, in part because of its complex definitions, measurements, and contexts. This review focuses on the educational aspirations of Chinese rural students, a crucial but underrepresented group in the country's higher education system. It begins by conceptualizing educational aspiration and laying the groundwork for an integrated sociological-economic approach to its examination. Using this approach, the paper analyzes four interrelated contexts shaping rural students' aspirations: social, economic, and policy; higher education; school and community; and habitus. The study further explores the nuanced processes through which individuals form and transform their aspirations by cost-benefit calculations. Building upon the analysis, this review identifies implications for theory and research when studying educational aspirations. This paper concludes with actionable recommendations for policy and practice in China.
Yulu Hou (Fri,) studied this question.