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This paper examines family influences on Uighur (a Muslim ethnic minority in northwestern China) students' experiences in Xinjiang classes in an inland China boarding school. Supported by the concept of family social capital, the paper argues that, although family structure becomes deficient for Uighur students away from home, their families can still facilitate their boarding school life through parental educational expectations, the influence of relatives, problem-solving advice, and institutional assistance.
Yangbin Chen (Fri,) studied this question.