This research examines conceptualisations of Chinese vocational education. The parallel routes of academic and vocational education sort students into either strand with standardised exams. However, the status of academic and vocational work has been established through a culture of Confucianism. In order to examine current conceptualisations of vocational education, website-based commenting was used as an e-research method. Postings on the Chinese internet community Zhihu ([foreign characters omitted]) were analysed for word frequency and user voice and examined through the lens of vocational system classification theory. It was found that Chinese socio-historical perspectives inform societal perceptions of education; that social divides reinforce academic/vocational educational divides, and that the stratified educational system of China further contributes to vocational education's unsatisfying learning environment. Since addressing societal perspectives is particularly complicated, it is recommended that those who seek to reduce educational inequality work to improve the educational quality and student experience of vocational education.