Yuling
Xu

This paper examines how parental educational attainment shapes the postsecondary aspirations of secondary school students in Hong Kong, drawing on quantitative survey data to identify intergenerational transmission mechanisms across socioeconomic strata.

Using SHEEO, IPEDS, and New York State Comptroller data, this paper examines how state appropriation volatility between 2010 and 2023 influenced tuition-setting behavior and equity-related enrollment outcomes at SUNY Buffalo — finding that rising tuition coincided with a high-tuition, high-aid model that expanded diversity even under fiscal pressure.

This paper develops a conceptual framework for understanding whether women’s labor-market vulnerability under generative AI should be seen as a temporary adjustment problem or a structural form of inequality. Focusing on China, it links AI-driven labor substitution with gendered occupational sorting, promotion barriers, and family-related labor constraints, arguing that these mechanisms may become cumulative and self-reinforcing over time.

A policy-facing analysis examining the mismatch between dominant pedagogical paradigms in Chinese education — which privilege exam performance and rote retention — and the emerging social demand for creativity, adaptability, and socio-emotional competence in the post-industrial labor market.

Drawing on Gardner's Multiple Intelligences Theory, embodied cognition research, and experimental evidence from arts education interventions, this paper argues that the persistent defunding of arts programs in U.S. public schools reflects a measurement failure rather than an evidence-based policy choice.

This comparative review discusses Niederle and Vesterlund (2007) and Exley and Kessler (2022) to examine how gender differences in competition entry, self-assessment, and self-promotion may shape career outcomes. It reflects on why women may remain underrepresented in high-reward or promotion-based settings despite comparable performance.