Navigating the shadows: an exploration of motivations and the impact of shadow education on educational equality in China

A prevailing consensus in education laments the role of shadow education as a significant driver of social inequality, a concern that prompted Chinas recent regulatory policies aimed at inhibiting its growth. However, this well-intentioned policy exacerbated existing gaps as they grant privileges to families with more economic and cultural capital. Drawing on Bourdieus capital theory, this study employs thematic analysis through semi-structured interviews with 17 participants from diverse socioeconomic backgrounds to explore the complex motivations for participating in shadow education in China and its impact on educational equality. The findings reveal the tension between passive conformity with competitive social norms and active pursuit of social mobility, reflecting broader contradiction between elite ideology and structural inequality. Rather than merely suppressing shadow education, the government should emphasize the value of education for the common needs of all stakeholders, thereby alleviating existing structural inequalities.