2025/10/14 by Yi‐Lin Chiang, Jaap Nieuwenhuis · 1 voice
Social Sciences · #Global Educational Reforms and Inequalities
paper · doi:10.4324/9781003563310-7
openalex created_date 2025/10/14 · openalex publication_date 2025/10/14 · openalex updated_date 2026/08/01
In most countries, college selection follows either an exam-based or a holistic, applications-based admissions system. The two systems are often portrayed as oppositional idealistic types, each rewarding a unique set of student abilities. However, research suggests the distinction between them may not be as definitive as assumed. Some countries, such as Taiwan, merged the two systems by introducing the American application-based system on top of its traditionally Chinese exam-based system. How was this dual-admissions system created, and what are its consequences for educational inequality? This chapter examines the development of Taiwan&s;s dual-admissions system by tracing educational reforms in college admissions since the 1950s. The findings show the system emerged from negotiations between parents, educators, and the government. Yet, despite these reforms, educational inequality persists. Using the case of Taiwan, this chapter illustrates how ideological dichotomies can be combined in practice. The findings carry implications for societies also undergoing similar processes in the college admissions reforms.