97 research outputs found

    Internet penetration and consumption inequality in China

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    Growing research shows that information technology accelerates economic growth and development, but the effect of Internet penetration on inequality is less well documented, especially about consumption inequality. On the one hand, Internet lowers transaction costs and offers equal access to online products especially beneficial for remote and poor populations, seemingly reducing inequality. On the other hand, uneven access to the Internet may increase divergences. This study examines the relationship between Internet penetration and consumption inequality. Using data from 155 counties available from 2010 to 2016 China Family Panel Studies, this study examines whether Internet penetration potentially impacts consumption inequality considering regional heterogeneity. Based on fixed‐effect models and the two‐stage least squares regressions, results suggest the Internet penetration may increase consumption inequality measured by the Gini index. Furthermore, higher education and over a certain Internet penetration rate buffer the positive impact of the Internet. In some cases, the Internet has smaller positive or even negative impacts on consumption inequality in regions with higher education levels and over threshold penetrations

    Popular music and school music education: Chinese students' preferences and dilemmas in Shanghai, China

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    This empirical study investigates Chinese students’ popular music preferences in daily life and to what extent and in what ways they prefer learning popular music in school in Shanghai, China. Data were drawn from questionnaires completed by 1,730 secondary students (aged 12–17) and interviews with 60 students from 10 secondary schools, between September and October, 2011. Findings from these efforts were supplemented by and triangulated with data from interviews with 18 music teachers and school leaders. Findings revealed the cultural diversification and rational consumption of popular music by Chinese students in and out of school, as well as the cultural dilemmas those students confront due to their preferences for popular (Chinese and non-Chinese) and classical music in the school music curriculum. These findings can be interpreted as indicating that music and music education in formal or informal settings are complex cultural constructs that can be reinvented through the intertwined interplay of different actors concerned with the selection of music elements in a multileveled, multicultural world.postprin
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