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1.
Shuang Chen Jennifer Adams Zhiyong Qu Xiaohua Wang Li Chen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(6):693-722
In the context of China’s increasing rural-urban migration, few studies have investigated how parental migration affects children’s experience in school. The high cost of schooling, taken together with the institutional barriers in destination cities, have compelled many rural parents in China to migrate without their children, leaving them in the care of their spouses, grandparents, relatives or other caregivers. Still other parents migrate with their children, many of whom then attend urban migrant schools in their destination city. Understanding the academic engagement of children of migrant workers is particularly salient because the poor qualities of migrant schools, a lack of parental support, and exposure to competing alternatives to schooling may render both migrant children in the cities and left-behind children in the rural villages vulnerable to disengagement, and ultimately school dropout. Using data collected in 2008 in the urban Haidian and Changping districts of Beijing and rural Henan and Shaanxi provinces, the authors of this paper investigate the association between parental migration status and two measures of academic engagement, academic aspirations and the odds of liking school, by comparing migrant children attending migrant schools and left-behind children with their rural counterparts who do not have migrant parents. The authors’ findings show that migrant children attending migrant schools have lower academic engagement compared to rural children of non-migrant parents. The correlation between academic engagement and parental migration status can be accounted for in part by the support children receive from family and teachers. The association between certain measures of family and school support and academic engagement also varies by parental migration status: for example, high teacher turnover rates significantly reduce migrant children’s odds of liking schools, but do not affect children of non-migrant parents. 相似文献
2.
Donghui Zhang 《International Studies in Sociology of Education》2018,27(1):60-77
Through ethnographic fieldwork conducted at a Beijing public school, this study aims to investigate how rural migrant children in China negotiate and construct their identity vis-à-vis the school’s local children. Building on social identity theory, this study reveals that rural migrant children develop a strong non-local group identity as a response to the Hukou-based social policy and the occupation-based social hierarchies in contemporary China. Such an identity helps migrant children combat a sense of inferiority that is reinforced by their daily interactions with the socially and economically more advantaged urban peers. However, this group-based identity forestalls intergroup contact and prevents the migrant children from successfully integrating into Chinese urban society. 相似文献
3.
This paper investigates the implementation of education policy for migrant children in urban China. Historically, rural and urban residents in China were separated by the hukou system, and rural children were not allowed to attend urban schools. Since the relaxation of the hukou system in the early 1980s, large numbers of rural families migrated to cities. The right of migrant children to education in urban China was formally recognised by the government in a series of policies starting in 2001. The research reported, here, reveals that migrant children did not have equal access to urban schools nor did they enjoy an equally good education to that of urban children. Based on 53 in-depth interviews with school principals, teachers and pupils in two provincial capitals in China, this paper explores the main factors affecting the implementation of education policy for migrant children. The research demonstrates that policies relating to equal admissions criteria were not implemented as intended, with migrant children not having equal access to schools. However, policies relating to non-segregation and academic support were implemented as intended. It is argued that, at the school level, this is a result of the examination-oriented system, and schools’ responses to this. 相似文献
4.
Shyness-Sensitivity and Social, School, and Psychological Adjustment in Rural Migrant and Urban Children in China 总被引：1，自引：0，他引：1
The purpose of this study was to examine relations between shyness-sensitivity and social competence, school performance, and psychological well-being in Chinese children with rural and urban backgrounds. Participants were students in rural migrant children schools and city schools in China ( N s = 411 and 518, respectively; M age = 10 years). Data were obtained from peer evaluations, teacher ratings, self-reports, and school records. It was found that shyness was associated with social and school problems and depression in urban children. However, shyness was generally associated with indexes of adjustment such as leadership, teacher-rated competence, and academic achievement in rural migrant children. The results indicate the role of context in defining the functional meaning of social behavior in children's adjustment. 相似文献
5.
进城务工农民随迁子女教育状况调研报告 总被引：16，自引：0，他引：16
对北京、上海、广州等12城市调研发现,各地在解决进城务工农民随迁子女教育问题方面都采取了一些措施,取得了一定成绩,但仍然存在许多问题,主要表现在进城务工农民随迁子女教育管理、在校学习以及心理发展等方面。为进一步改善进城务工农民随迁子女教育现状,建议中央设立进城务工农民随迁子女教育专项基金,实施教育券制度,建立全国性的电子学籍管理系统;各地制订合理的入学标准,挖掘公办学校潜力,推广农民工子女学校"国有民办"办学模式,加强对农民工子女学校的支持和监管等。 相似文献
6.
The purpose of this study was to examine how shyness-sensitivity and unsociability were associated with social, school, and psychological adjustment in rural Chinese children. Participants were third- to fifth-grade students (N = 820; M age = 10 years) in rural schools in P. R. China. Data on shyness-sensitivity, unsociability, and adjustment were obtained from multiple sources including peer assessments, sociometric nominations, teacher ratings, self-reports, and school records. It was found that unsociability was associated with social, school, and psychological problems, whereas shyness was generally associated with indexes of adjustment such as social status, teacher-rated competence, and academic achievement. The results indicate that rural Chinese context may play an important role in defining the functional meanings of children's social behaviors. 相似文献
7.
农民工随迁子女学校适应性的比较及相关因素分析 总被引：1，自引：0，他引：1
学校适应是农民工随迁子女教育问题研究的重要议题,学校适应程度的高低直接影响到随迁子女的教育结果和身心发展,进而影响他们今后的职业选择和整体发展。利用2007年世界银行—教育部＂农民工随迁子女义务教育促进项目＂数据,以就读学校的类型为变量进行比较分析,从学习适应、人际适应、心理适应三个方面进行研究,考察在两类学校就读的农民工随迁子女在学校适应性方面的异同及影响因素,并在此基础上为农民工随迁子女在城市获得良好的学校适应提出建议。 相似文献
8.
Jiaxin Chen 《British Journal of Sociology of Education》2020,41(2):253-268
AbstractThis study explores the complexity of school resistance by Chinese rural migrant children (RMC), which may contribute to their educational failure, as well as the school conditions informing their resistance. This study categorizes migrant children’s school resistance into three patterns, based on their rationale for school behaviors: conformist learner, education abandoner, and nascent transformative resister. All three groups were initially believers in pursuing academic success for upward social mobility, as promoted at school. However, some gradually determined such educational pursuit was untenable and became education abandoners. Teachers’ predicting RMC’s academic failure and highlighting the individual’s responsibility for that failure contributed to that abandonment. While findings of this study indicate that migrant children may develop transformative resistance, this possibility is challenged by the dominant ideology of meritocracy and a teaching agenda that legitimizes social inequality. 相似文献
9.
An increasing number of migrant children are involved in public education due largely to the policy for migrant children education outlined by the Government of China from the late 1990s. In this article, we describe the unique and often difficult situation rural migrant children face after they enter urban public schools. Drawing from the Theory of Inclusive Education and data collected at two public junior high schools in Beijing, we provide an in-depth analysis on migrant children’s education from their own viewpoint and from the perspectives of their parents, teachers, and school administrators. Our survey results identify the need for further adjustments of the existing education system which can help improve migrant children’s education in China. Findings also highlight the dilemmas regarding how to best meet the needs for teachers, migrant parents, and migrant children who attend public schools. In order to provide a quality education for migrant children, we conclude by arguing that there must be a three-pronged partnership to best accommodate the unique education needs of migrant children in urban China. 相似文献
10.
Ting Liu Kathryn Holmes James Albright 《International Journal of Inclusive Education》2013,17(9):994-1008
Recently China has been undergoing an unprecedented urbanisation process which has resulted in millions of rural families living in urban areas. As part of a study of Chinese migrant children's educational experiences, surveys and interviews were conducted with primary school teachers in a metropolitan city in East China. The objectives of this study were to describe teachers’ perceptions of migrant children's education in both migrant schools and in public schools, and to investigate differences in their beliefs between school types. Results found that urban teachers’ perceptions of educational inclusion of migrant students were slightly negative in general. However, teachers in public schools showed significantly more positive attitudes to inclusion of migrant students than migrant school teachers. In the light of these findings, the paper concludes with implications for practice and policy for education of migrant children in China. 相似文献
11.
黄晓燕 《江西师范大学学报(哲学社会科学版)》2009,42(1)
劳动力转移中流动儿童的社会融入状况日益受到关注.对天津市两所外来务工人员子女较多的学校进行调查,从居住状况、学习成绩、同辈群体、家庭关系、对城市的适应度等方面,来考察他们对城市的生活、结构、心理等方面的融入情况.在此基础上,从不同角度提出流动儿童城市社会融入政策的发展方向及具体政策的关注点. 相似文献
12.
This study examined the effects of parental acceptance, psychological control, and behavioral control on children??s school adjustment and academic achievement, as well as the possible mediation effect of children??s self-regulation in those processes. To do so, we examined 388 upper-level elementary school students (mean age?=?11.38?years) in South Korea. In addition, the study examined whether the influences of parental psychological and behavioral control on children??s school outcomes were consistent between Western and East Asian cultures. Children reported on perceived parental acceptance, psychological control, behavioral control, self-regulation, and their own school adjustment and academic achievement. The results showed that parental acceptance, psychological control, and behavioral control were not directly related to children??s school outcomes. Parental acceptance and behavioral control indirectly influenced the children??s school outcomes but were mediated by the children??s self-regulation. However, the mediation effect of self-regulation between psychological control and children??s school outcomes was not statistically significant. These results suggested that children??s self-regulation plays a more significant role vis-à-vis children??s school outcomes than the direct effects of parenting and that parental psychological control did not have a negative effect on South Korean children??s school outcomes. 相似文献
13.
黄晓燕 《江西师范大学学报(哲学社会科学版)》2009,42(1):15-22
劳动力转移中流动儿童的社会融入状况日益受到关注。对天津市两所外来务工人员子女较多的学校进行调查,从居住状况、学习成绩、同辈群体、家庭关系、对城市的适应度等方面,来考察他们对城市的生活、结构、心理等方面的融入情况。在此基础上,从不同角度提出流动儿童城市社会融入政策的发展方向及具体政策的关注点。 相似文献
14.
Chinese children with an urban household registration (hukou) normally attend subsidized preschools for three years prior to primary school. This is an experience available to relatively few of China's many millions of migrant children whose families are registered as rural residents but choose to migrate to urban areas. This paper presents research, in the form of a case study, which examined an informal playgroup for rural-registered migrant children whose parents worked in a Beijing market. The playgroup was established by volunteers to provide an affordable, though limited, alternative preschool experience for migrant children. The original programme was derived from community concepts that initially underpinned the “Sure Start” intervention in the United Kingdom. In the paper, survey data is utilized to determine if an informal playgroup can be a positive alternative in a context where migrant children have little capacity to access the preschool programmes available to their urban counterparts. 相似文献
15.
张意忠 《天津师范大学学报(基础教育版)》2010,11(3):14-17
义务教育是国家对适龄儿童和青少年免费实施一定年限的强迫教育,它具有教育公平的特点。然而,农民工子女与城市少年儿童相比,他们在入学机会、教育过程与教育结果方面凸显教育公平的欠缺,这主要归因于城乡二元分割的户籍制度、义务教育经费投入不足与义务教育管理体制缺陷等。对此,只有改革义务教育管理体制,保障农民工子女义务教育经费,改革学校内部的管理体制,才能保障农民工子女享有公平的义务教育。 相似文献
16.
由于家庭环境、学习背景等原因,流动儿童在学力状况、身心状况、综合素质方面与城市孩子相比还存在一些不足,表现为学习成绩不太理想、心理问题较突出、综合素质较低。学校应积极采取相应措施改善流动儿童现状,如教给他们有效的学习方法,有针对性地对他们进行心理辅导,免费对他们进行特长培养等。 相似文献
17.
SHEN Ji-liang 《教育探究》2008,(2)
从本质上看,考察流动和留守儿童的心理发展就是探讨环境资源对其发展的影响作用问题。流动儿童的家庭社会经济地位、家庭物质资源和教育资源都弱于城市儿童;除经济资本外,农村留守儿童的其他环境资源也弱于非留守儿童。相对于留守,流动对改善儿童的家庭经济资本、人力资本、家庭内社会资本和教育资源状况具有一定的积极作用。 相似文献
18.
雷成耀 《安顺师范高等专科学校学报》2014,(5):50-51
伴随农村中小学布局调整出现了＂留校儿童＂以及伴随离异家庭出现了＂单亲儿童＂,这部分农村孩子和父母或父母中一方相分离,父母的缺位导致孩子家庭教育非常薄弱甚至缺失。采取改革户籍制度、给农民工以公平待遇和增加对家庭教育知识的培训、因地制宜地布局农村中小学、完善学校教育补偿制度等措施建立农村社区儿童少年教育和监护体系,为广大农村孩子的健康成长营造一种良好的家庭环境和社会氛围。 相似文献
19.
由于进城务工人员的社会地位、身份特征和工作性质,使其子女在受教育权利的保障上存在不容忽视的问题。这些问题的存在严重影响了进城务工人员下一代的成长和发展,对整个中国未来的发展将会产生深层次、潜在的不良影响。应该高度关注进城务工人员子女的受教育权利问题,将其作为一项重要工作来抓,帮助进城务工人员子女享受到平等的受教育机会。 相似文献
20.
社会支持对流动儿童的心理健康具有重要影响,其中部分是通过学校归属感的中介作 相似文献