This article employs Goffman’s framework of ‘dramaturgy’ to explore the parental-child relationship behind Xinjiang class policy, a government-funded education program which allows and funds middle school-aged students, mostly ethnic minorities from southern Xinjiang’s impoverished rural and nomadic regions to attend boarding schools in eastern China. Based on the previous statement made by Yangbin Chen and James Leibold, “the long-term impacts of this period of detachment from one’s family have yet to be fully scrutinized and must be considered when evaluating the effectiveness of this policy”, this paper trying to find out the parental-child relationship behind the Xinjiang class policy. Through Goffman’s lens, minority students utilize the telephones to differentiate the “front” and “backstage”; they present the positive side of their everyday life with their parents on the phone whereas holding the negative side at the backstage. As a result, parents leave an inauthentic impression on their children’s personality, future development, marital choice and daily lives. This study undertook to discover: (a) what impression do parents form of students when talking on phones. (b) what strategies do students use to ensure that these impressions are formed? This study also proposes to narrow down the invisible gap resulted from the long-term detachment behind the Xinjiang class policy. Data for this paper are drawn from ethnographic fieldwork collected within Xinjiang during the summer of 2017, interviews conducted with students and family members in Xinjiang and eastern China during multiple visits.