The Influence of Ethnic Identity on the Academic Performance of Chinese College Students: An Empirical Study Based on the Administrative Data of a University


  • Zerong Wang School of Economics, Zhejiang University of Finance and Economics, Hangzhou, China



Ethnic identity, Academic performance, Peer effect, Cultural distance


The policy of ethnic equality and solidarity aims to narrow the ethnic gap and develop harmoniously. At the level of higher education, it should promote the equity of ethnic education. This paper uses the administrative data of undergraduate students from 2008 to 2015 in a liberal arts university in southwest China to study the differences, causes and dynamic trends in the scores of college students from different nationalities. The results show that compared with Han students, the average GPA of ethnic minority students is 0.13 points lower (equivalent to 0.23 and 0.3 standard deviations of the scores of ethnic minority and Han students), the fourth grade scores are 0.28 standard deviations lower, and 7.3% lower. This difference is more significant in the western region, especially in Xinjiang, Yunnan, Hubei and other provinces inhabited by ethnic minorities; Kazak and uygur are the nationalities with the biggest gap with han students; The difference between girls is more significant than that between boys. The "peer effect" and cultural distance between roommates are important reasons for this difference. Further analysis shows that although the ethnic differences in academic performance are gradually expanding, the growth rate tends to converge. The above conclusions are helpful to clarify the object and time of making national higher education policy, and also have important reference significance for primary and secondary education.


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How to Cite

Wang, Z. (2022). The Influence of Ethnic Identity on the Academic Performance of Chinese College Students: An Empirical Study Based on the Administrative Data of a University: . Review of Economic Assessment, 1(1), 1–21.