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<p>Vocational education plays a crucial role in China’s educational system, yet it remains plagued by persistent social stigma, which can significantly affect students’ learning engagement. This study investigates how perceived vocational education stigma influences learning engagement among higher vocational education (HVE) students, focusing on the moderating role of subjective family socioeconomic status (SES). Study 1 developed and validated scales for measuring perceived stigma and self-stigma in the Chinese HVE context. Study 2 (<i>N</i> = 819) tested a chain mediation model, revealing that perceived stigma exacerbated self-stigma, which, in turn, diminished students’ group identification with vocational education and learning engagement. Subjective family SES moderated these relationships, with students from lower SES backgrounds experiencing more pronounced negative effects. This research contributes to the understanding of stigma in educational contexts by integrating social identity theory and modified labeling theory, offering both theoretical insights into stigma internalization and practical implications for supporting marginalized students in vocational education. These findings underscore that interventions aiming to enhance learning engagement and reduce vocational education stigma should consider strengthening students’ subjective family SES as a protective psychological resource.</p>

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Subjective family SES and the internalization of vocational education stigma: effects on learning engagement

  • 期刊论文

  • 发表日期：

    2025年11月11日

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  • Dan Cui,
  • Wenping Zhao

摘要

Vocational education plays a crucial role in China’s educational system, yet it remains plagued by persistent social stigma, which can significantly affect students’ learning engagement. This study investigates how perceived vocational education stigma influences learning engagement among higher vocational education (HVE) students, focusing on the moderating role of subjective family socioeconomic status (SES). Study 1 developed and validated scales for measuring perceived stigma and self-stigma in the Chinese HVE context. Study 2 (N = 819) tested a chain mediation model, revealing that perceived stigma exacerbated self-stigma, which, in turn, diminished students’ group identification with vocational education and learning engagement. Subjective family SES moderated these relationships, with students from lower SES backgrounds experiencing more pronounced negative effects. This research contributes to the understanding of stigma in educational contexts by integrating social identity theory and modified labeling theory, offering both theoretical insights into stigma internalization and practical implications for supporting marginalized students in vocational education. These findings underscore that interventions aiming to enhance learning engagement and reduce vocational education stigma should consider strengthening students’ subjective family SES as a protective psychological resource.