Chinese university educators’ perceptions of minority education (Minzu education) are examined in this paper. Semi-structured, one-on-one interviews and questionnaires were conducted with twenty-two educators who work with minority education from nine universities in China. Qualitative content analysis was used to analyze the data presented in this paper. How university educators conceptualize Minzu (minority) and reflect on minority education are examined. Three trends of views are identified: the Minzu-neutral, the Minzu-oriented, and the culturalism. Educators with different ethnic views have distinct ways of conceptualizing Minzu and reflecting on minority education. Concerning the reflections on students’ academic performance, educators taking the Minzu-neutral perspective place more importance on the students’ birthplace and social class than their Minzu. However, Minzu and culture are considered the main reasons for minority students’ poor academic performance by educators taking the Minzu-oriented and the culturalism views. Furthermore, although various strategies are adopted by educators with different views, most of the educators in this study lower the academic requirements for minority students intentionally or unintentionally for the purpose of pursuing educational equality. Preferential policies for the ethnic minorities are supported by most participants despite the view difference. Additionally, educators' views on Minzu and minority education are not static, but fluid and negotiated in a range of contexts.

university educator, minority education, Minzu, diversity perception, qualitative content analysis