Impact of Gender, Family Factors and Exploratory Activities on Students’ Career and Educational Search Competencies in Shanghai and Hong Kong

Oct 15, 2026

This study investigates career and educational search competencies (CESC) among students in Shanghai and Hong Kong, focusing on how gender and family background shape readiness for transitions from high school to work or postsecondary education. Using PISA 2012 data and regression analysis, it tests the relative effects of career and educational exploratory activities (CEEA). Findings show socio-economic inequality in students’ self-reported CESC, largely mediated by family capital, while CEEA linked to schools, enterprises, or students correlates positively with CESC across SES levels.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Introduction

Relationship between Career and Educational Search Competencies (CESC) and Students’ Postsecondary Transition

Impact of Gender, Family Factors and Exploratory Activities on Students’ Career and Educational Search Competencies in Shanghai and Hong Kong Esther Sui-Chu Ho1, Kwok Wing Sum2, and Raymond Sin Kwok Wong3 1, 2 The Chinese University of Hong Kong 3 University of California Santa Barbara © East China Normal University & East China Normal University Press, Shanghai, China Abstract Purpose—This study examines the career and educational search competencies (CESC), a capability which may be necessary for a successful transition from high school to work or postsecondary education, of students from Shanghai and Hong Kong. Design/Approach/Methods—The data for this study was taken from the Main Study of PISA 2012 in Shanghai and Hong Kong. Regression analysis was used to examine the relative impact of different forms of career and educational exploratory activities on students’ CESC. Findings—Results showed a consistent pattern of socio-economic inequality in student’s self-reported CESC in the two Chinese cities, which was largely mediated by the family capital or resources. Besides, career and educational exploratory activities initiated by schools, enterprises or the students themselves were found to have significant positive associations with CESC regardless of socioeconomic status. Originality/Value—The paper provides empirical evidence for enhancing students’ career search capacity through engaging in career exploration in the face of structural barriers. In light of this, the roles of schools, business sectors, and governments in students’ capacity building are discussed. Keywords Educational and career search; educational inequality; family capital; PISA; Shanghai; Hong Kong Corresponding Author: Esther Sui-Chu Ho [hosuichuesther@gmail.com](hosuichuesther@gmail.com) ECNU Review of Education 1 (3) 97 Introduction The structural influence of gender and family background on adolescents’postsecondary transition, which has been shown in many nationwide longitudinal transition studies across different countries (Fletcher, 2012; Iannelli & Smyth, 2008; Lamb, 2001; Lamb & McKenzie, 2001; Rumberger, 2010), may be explained by a number of possible reasons . For example, it might be that adolescents from a lower class flounder or experience failure in their transition from school to work because of structural barriers such as lack of material resources, social networks and career information and resources. As shown in previous studies, career and educational search competencies (CESC) is a capacity which has a substantial effect on the transition from high school to work or to postsecondary education (Liu, Huang, & Wang, 2014; Loyalka, Song, Wei, Zhong,& Rozelle, 2013) . The present study will examine how gender and socio-economic background affect adolescents’ self-reported CESC. It will also examine how students’ CESC are associated with their engagement in career and educational exploratory activities (CEEA) initiated by schools, enterprises or students themselves. An international comparative perspective will be introduced by drawing on data from the Programme for International Student Assessment (PISA), a largescale international educational study organized by the Organization for Economic Co-operation and Development (OECD) . In particular, data analysis is conducted for two participating Chinese cities, Shanghai and Hong Kong. While both of these cities have undergone considerable development in career guidance and expansion in higher education in recent years, this paper may reveal commonalities and differences between these two cities, with regard to the effect of student background (socio-economic status, gender and family capital) on career and educational search competencies. It may also cast light on how career interventions may affect students’ search competencies in the two Chinese cities, which share similar cultural roots but display divergent social, economic, and political conditions and

FAQs

What does the study examine about students in Shanghai and Hong Kong?

It examines how gender and family background influence students’ career and educational search competencies (CESC) and how CESC relates to students’ engagement in career and educational exploratory activities (CEEA).

What data and method are used in the study?

The study uses data from the Main Study of PISA 2012 for Shanghai and Hong Kong and applies regression analysis to assess the impacts of different forms of CEEA on CESC.

What are the key findings about inequality and exploratory activities?

The results show consistent socio-economic inequality in self-reported CESC across the two cities, mediated largely by family capital. Exploratory activities initiated by schools, enterprises, or students themselves show significant positive associations with CESC regardless of socioeconomic status.

Oct 15, 2026

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