Abstract:

In the discourse on educational equity, children from upper-middle-income families are often seen as beneficiaries of cultural reproduction, yet the mental health issues behind their high academic achievement are overlooked. Using an online ethnographic approach, this study examines elite students from upper-middle-income urban families who suffer from depression. It reveals that the depression experience primarily manifests as overwhelming “comparison pressure,” multiple forms of loneliness, excessive perfectionism, and the intertwining pain of both the mind and body. The mechanisms behind these experiences stems from over-parenting, characterized by panoramic control, excessively high educational expectations, and over-involvement, leads to negative emotions such as repression, low self-worth, and helplessness. Moreover, over-parenting occupies the children's extracurricular time, resulting in the disappearance of “the nearby.” Since “the nearby” serves as an “emotional safety valve,” its disappearance means the loss of a channel for emotional release, which leads to the continuous accumulation of negative emotions and eventually triggers depression. Therefore, the theory of cultural reproduction should incorporate an educational perspective and emphasize the role of moderate parenting in educational attainment. Various social actors should also take collective action to effectively prevent and address depression among elite students by improving the environment of educational over-competition, reflecting on parenting methods, utilizing strategies for the disadvantaged, and reconstructing “the nearby,” ultimately cultivating top-tier, mentally and physically healthy innovative talents.

Key words: elite student, depression experience, over-parenting, cultural reproduction