Comparing Educational Inequality in China and the United States: Institutional vs. Market Mechanisms

Abstract

Education is often regarded as an important tool for promoting social mobility and changing personal destinies. However, the education systems of China and the United States have instead exacerbated social inequality during their operation. This article takes China and the United States as comparative objects, aiming to analyze the formation paths of educational inequality under the institutional-dominated and market-dominated education systems. The research adopts a comparative analysis method and conducts discussions from aspects such as institutional arrangements, financial input, the degree of marketization of education, and the payment capacity of families. Research findings indicate that educational inequality in China mainly stems from institutional factors, including the household registration system, regional fiscal disparities, and enrollment policies. These institutional arrangements objectively restrict the access of different groups to high-quality educational resources. In contrast, educational inequality in the United States is more characterized by price-driven inequality. High tuition fees, student debt burdens, and the cost structure of higher education have led families to selectively withdraw after rationally weighing risks and returns. This article holds that educational inequality is not caused by education itself but is the result of the combined effect of institutional design and market mechanisms. The improvement path should focus on institutional reform or market supervision rather than simply relying on an increase in educational investment.