Cultural Tensions and Social Mobility in Educational Migration: An Ethnographic Study of the "Inland Tibet Class" Program

In order to alleviate the problems of uneven distribution of educational resources and limited social mobility in the Tibet region, the state has implemented the "Inland Tibet Class" policy since 1984, aiming to promote the social mobility and cultural adaptation of Tibetan students through access to quality educational opportunities. Drawing on the theories of cultural practice and social mobility, and in combination with the research method of case ethnography, this paper delves into the neighborhood effects, educational tracking, cultural tensions, as well as the mobility opportunities emerging during the implementation of this policy. The research finds that although the "Inland Tibet Class" provides a pathway for some students to cross social strata, it also brings structural problems such as identity conflict, cultural adaptation pressure, and further weakening of local educational resources. Educational mobility is not only a process of input and output of resources, but also a complex mechanism of cultural negotiation, social relationship reconstruction, and institutional transformation. This paper contends that, in order to promote educational equity, it is essential to begin with respecting the subjective experiences of students, attach importance to the interaction between local culture and the education system, and promote the design of more inclusive educational policies.