This book examines the influence of state schooling on Tibetan students' ethnic identity. Zhiyong Zhu has developed a case study of Changzhou Tibetan Middle School after a preferential educational policy was put in place by the Chinese government in the early 1980s. By examining and analyzing student diaries, Zhu has developed a theoretical model for the construction of ethnic identity. Comparing the Neidi Tibetan Schools (those of inland and coastal regions) with the Changzhou Tibetan Middle School, the author takes into account the amount of influence over ethnic identity wielded by the state. State Schooling and Ethnic Identity is a unique study appropriate for readers with interests in China or Tibetan Studies, educational theory, anthropology, and sociology. This book contains the following chapters: (1) Introduction; (2) Schooling and Ethnic Identity; (3) Tibetan Education and Tibetan "Neidi" Secondary Schools; (4) The Schooling Context of Ethnic Identity Construction; (5) Tibetan Student Narratives: School Life and Ethnic Identity; and (6) Asserted or Assigned Tibetan Identity: Discussion and Conclusion.