Donghui Zhang
Biographic Data
| ID | 3942124 |
|---|---|
| NAME | Donghui Zhang |
| GIVEN NAMES | Donghui |
| FAMILY NAME | Zhang |
| SIGNATURE | ZHANG D |
| AFFILIATIONS | Renmin University of China |
| ORCID | 0000-0003-3830-4360 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 92 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Hybrid Learning Module-Based Transformer for Multitrack Music Generation With Music Theory
In recent years, multitrack music generation has garnered significant attention in both academic and industrial spheres for its versatile utilization of various instruments in collaborative settings. The primary challenge lies in achieving a harmonious balance within individual tracks and fostering effective collaboration across multiple tracks. To address this issue, this article introduces a pioneering hybrid learning encoder architecture. Each…
The effect of sibling size on high school and vocational streaming: Evidence from China
In China, an increase in siblings (SNincrease) reduces children’s senior high school entrance examination (SHSEE) scores and their likelihood of admission to senior high school (HSchance). • The negative effects of SNincrease on SHSEE and HSchance are stronger for higher-ESCS families and for children in Beijing and Shanghai. • Compared with other regions, the resource dilution from an additional child is more pronounced in higher-ESCS families a…
Revisiting the institutionalization of Tongshi education in Chinese universities: A Comparative-Historical Lens
This paper delineates the rise, fall and re-emergence of tongshi education in Chinese higher education history, and in doing so hopes to reveal the underlying forces behind the two waves of tongshi education and capture their important ‘Chinese’ characteristics. Based on a comparative-historical examination of the Chinese knowledge traditions and their modern developments across different time periods, this paper argues that despite deliberate ef…
Cultivating Citizens with Confucian Cosmopolitanism: Defining the Purpose of Liberal Arts Education in the Asian Context
Interculturality, Identity, and Power: Experiences of Volunteer Chinese Teachers at Overseas Confucius Institutes
The rural-urban divide, intergroup relations, and social identity formation of rural migrant children in a Chinese urban school
Through ethnographic fieldwork conducted at a Beijing public school, this study aims to investigate how rural migrant children in China negotiate and construct their identity vis-à-vis the school’s local children. Building on social identity theory, this study reveals that rural migrant children develop a strong non-local group identity as a response to the Hukou-based social policy and the occupation-based social hierarchies in contemporary Chin…
Social Exclusion and the Hidden Curriculum: The Schooling Experiences of Chinese Rural Migrant Children in an Urban Public School
Since 2001, the Chinese government had passed a series of policies known as ‘the two primary responsibilities’ to allow the rural migrant children to attend urban public schools. However, what the migrant children actually experienced in and after negotiating access to these schools deserves serious attention from educators, scholars and policymakers. Based on prolonged ethnographic fieldwork in a Beijing public school, this study demonstrated th…
Growing Up with Distant Parents: Socialization and Alienation of “Left-Behind” Children in Rural China
Creating a multicultural curriculum in Han-dominant schools: The policy and practice of ethnic solidarity education in China
In response to the recent heightened interethnic conflicts that were regarded as threatening national unity and stability, the Chinese government issued ‘ethnic solidarity education’ as a top-down, centrally administered mandate to be implemented ‘correctly’ and in a standardised way by schools throughout China. This paper examines the policy and practice of ethnic solidarity education against the broader, historical context of ethnic relations i…
The education of migrant children and China’s future: The urban left behind
Co-Ethnic Network, Social Class, and Heritage Language Maintenance Among Chinese Immigrant Families
This ethnographic study investigated heritage language maintenance among two distinct groups of Chinese immigrant families (Mandarin and Fujianese) from the social network perspective. The results indicated that a co-ethnic network could be a double-edged sword, which works differently on children from different social classes. While the Mandarin children benefited from a strong co-ethnic network in resisting pressures for language assimilation, …
Language Maintenance and Language Shift Among Chinese Immigrant Parents and Their Second-Generation Children in the U.S
This study examines the language experiences of two distinct Chinese immigrant groups in the U.S.: a Mandarin-speaking group and a Fujianese-speaking group across two generations. The different language trajectories of the parents' generation, along with their social class and different settlement patterns in the U.S., shaped the second-generation children's different perceptions towards their heritage language and English. Because of these under…
Language attitudes and heritage language maintenance among Chinese immigrant families in the USA
This qualitative study investigates attitudes toward heritage language (HL) maintenance among Chinese immigrant parents and their second-generation children. Specific attention is given to exploring (1) what attitudes are held by the Chinese parents and children toward Chinese language maintenance in the USA, (2) what efforts are engaged in by the Chinese parents in promoting children's HL maintenance, and how do the second-generation children re…
Between Two Generations: Language Maintenance and Acculturation Among Chinese Immigrant Families
Language attitudes and heritage language maintenance among Chinese immigrant families in the USA
This qualitative study investigates attitudes toward heritage language (HL) maintenance among Chinese immigrant parents and their second-generation children. Specific attention is given to exploring (1) what attitudes are held by the Chinese parents and children toward Chinese language maintenance in the USA, (2) what efforts are engaged in by the Chinese parents in promoting children's HL maintenance, and how do the second-generation children re…
Language Maintenance and Language Shift Among Chinese Immigrant Parents and Their Second-Generation Children in the U.S
This study examines the language experiences of two distinct Chinese immigrant groups in the U.S.: a Mandarin-speaking group and a Fujianese-speaking group across two generations. The different language trajectories of the parents' generation, along with their social class and different settlement patterns in the U.S., shaped the second-generation children's different perceptions towards their heritage language and English. Because of these under…
The rural-urban divide, intergroup relations, and social identity formation of rural migrant children in a Chinese urban school
Through ethnographic fieldwork conducted at a Beijing public school, this study aims to investigate how rural migrant children in China negotiate and construct their identity vis-à-vis the school’s local children. Building on social identity theory, this study reveals that rural migrant children develop a strong non-local group identity as a response to the Hukou-based social policy and the occupation-based social hierarchies in contemporary Chin…
Co-Ethnic Network, Social Class, and Heritage Language Maintenance Among Chinese Immigrant Families
This ethnographic study investigated heritage language maintenance among two distinct groups of Chinese immigrant families (Mandarin and Fujianese) from the social network perspective. The results indicated that a co-ethnic network could be a double-edged sword, which works differently on children from different social classes. While the Mandarin children benefited from a strong co-ethnic network in resisting pressures for language assimilation, …
Social Exclusion and the Hidden Curriculum: The Schooling Experiences of Chinese Rural Migrant Children in an Urban Public School
Since 2001, the Chinese government had passed a series of policies known as ‘the two primary responsibilities’ to allow the rural migrant children to attend urban public schools. However, what the migrant children actually experienced in and after negotiating access to these schools deserves serious attention from educators, scholars and policymakers. Based on prolonged ethnographic fieldwork in a Beijing public school, this study demonstrated th…
Creating a multicultural curriculum in Han-dominant schools: The policy and practice of ethnic solidarity education in China
In response to the recent heightened interethnic conflicts that were regarded as threatening national unity and stability, the Chinese government issued ‘ethnic solidarity education’ as a top-down, centrally administered mandate to be implemented ‘correctly’ and in a standardised way by schools throughout China. This paper examines the policy and practice of ethnic solidarity education against the broader, historical context of ethnic relations i…
The education of migrant children and China’s future: The urban left behind
Between Two Generations: Language Maintenance and Acculturation Among Chinese Immigrant Families
Language attitudes and heritage language maintenance among Chinese immigrant families in the USA
This qualitative study investigates attitudes toward heritage language (HL) maintenance among Chinese immigrant parents and their second-generation children. Specific attention is given to exploring (1) what attitudes are held by the Chinese parents and children toward Chinese language maintenance in the USA, (2) what efforts are engaged in by the Chinese parents in promoting children's HL maintenance, and how do the second-generation children re…
Language Maintenance and Language Shift Among Chinese Immigrant Parents and Their Second-Generation Children in the U.S
This study examines the language experiences of two distinct Chinese immigrant groups in the U.S.: a Mandarin-speaking group and a Fujianese-speaking group across two generations. The different language trajectories of the parents' generation, along with their social class and different settlement patterns in the U.S., shaped the second-generation children's different perceptions towards their heritage language and English. Because of these under…
Co-Ethnic Network, Social Class, and Heritage Language Maintenance Among Chinese Immigrant Families
This ethnographic study investigated heritage language maintenance among two distinct groups of Chinese immigrant families (Mandarin and Fujianese) from the social network perspective. The results indicated that a co-ethnic network could be a double-edged sword, which works differently on children from different social classes. While the Mandarin children benefited from a strong co-ethnic network in resisting pressures for language assimilation, …
Creating a multicultural curriculum in Han-dominant schools: The policy and practice of ethnic solidarity education in China
In response to the recent heightened interethnic conflicts that were regarded as threatening national unity and stability, the Chinese government issued ‘ethnic solidarity education’ as a top-down, centrally administered mandate to be implemented ‘correctly’ and in a standardised way by schools throughout China. This paper examines the policy and practice of ethnic solidarity education against the broader, historical context of ethnic relations i…
The education of migrant children and China’s future: The urban left behind
Growing Up with Distant Parents: Socialization and Alienation of “Left-Behind” Children in Rural China
Social Exclusion and the Hidden Curriculum: The Schooling Experiences of Chinese Rural Migrant Children in an Urban Public School
Since 2001, the Chinese government had passed a series of policies known as ‘the two primary responsibilities’ to allow the rural migrant children to attend urban public schools. However, what the migrant children actually experienced in and after negotiating access to these schools deserves serious attention from educators, scholars and policymakers. Based on prolonged ethnographic fieldwork in a Beijing public school, this study demonstrated th…
The rural-urban divide, intergroup relations, and social identity formation of rural migrant children in a Chinese urban school
Through ethnographic fieldwork conducted at a Beijing public school, this study aims to investigate how rural migrant children in China negotiate and construct their identity vis-à-vis the school’s local children. Building on social identity theory, this study reveals that rural migrant children develop a strong non-local group identity as a response to the Hukou-based social policy and the occupation-based social hierarchies in contemporary Chin…
Interculturality, Identity, and Power: Experiences of Volunteer Chinese Teachers at Overseas Confucius Institutes
Cultivating Citizens with Confucian Cosmopolitanism: Defining the Purpose of Liberal Arts Education in the Asian Context
Revisiting the institutionalization of Tongshi education in Chinese universities: A Comparative-Historical Lens
This paper delineates the rise, fall and re-emergence of tongshi education in Chinese higher education history, and in doing so hopes to reveal the underlying forces behind the two waves of tongshi education and capture their important ‘Chinese’ characteristics. Based on a comparative-historical examination of the Chinese knowledge traditions and their modern developments across different time periods, this paper argues that despite deliberate ef…
Hybrid Learning Module-Based Transformer for Multitrack Music Generation With Music Theory
In recent years, multitrack music generation has garnered significant attention in both academic and industrial spheres for its versatile utilization of various instruments in collaborative settings. The primary challenge lies in achieving a harmonious balance within individual tracks and fostering effective collaboration across multiple tracks. To address this issue, this article introduces a pioneering hybrid learning encoder architecture. Each…
The effect of sibling size on high school and vocational streaming: Evidence from China
In China, an increase in siblings (SNincrease) reduces children’s senior high school entrance examination (SHSEE) scores and their likelihood of admission to senior high school (HSchance). • The negative effects of SNincrease on SHSEE and HSchance are stronger for higher-ESCS families and for children in Beijing and Shanghai. • Compared with other regions, the resource dilution from an additional child is more pronounced in higher-ESCS families a…
Sociology (12 works) · Political science (9 works) · China (7 works) · Pedagogy (6 works) · Psychology (6 works) · Global Education and Multiculturalism (5 works) · History (5 works) · Diaspora, migration, transnational identity (4 works) · Economic growth (4 works) · Gender Studies (4 works)