A Bias for Science: Institutions, Pedagogy, and the Reality of Student Choice across Subjects in China's NCEE Reforms

This paper examines the issue of student choice across subject streams in recent government reforms to China's National College Entrance Exam (NCEE). Utilizing data from a case study of an urban high school in Beijing, it argues that student choice of subjects across previous streams of science or fine arts runs counter to existing institutional structures at the secondary and higher education level, consideration of pedagogical techniques that differ by streams, and a "bias" for science grounded in sociohistorical concerns of national development.