Citation

Parents in motion, children in school: Investigating academic engagement, gender, and parental migration status in China

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Abstract:

In China, where the rate of rural-urban migration has dramatically increased in the last two decades, the educational research examining the issue of migration has primarily investigated the barriers China’s unique hukou policies pose on rural-to-urban migrant children’s access to quality schooling. To date, few studies investigated the ways in which parental migration conditions children’s experience in school, such as limiting their engagement in the schooling process. Understanding the factors associated with academic engagement 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 academic disengagement. In our paper, we use data from the Survey of the Development of Disadvantaged Children (2008) to investigate the academic engagement of two groups of children of migrant workers: left-behind children and rural-to-urban migrant children. We use both random effects models and multinominial logit models to compare the outcomes for these two groups of children with their rural counterparts who do not have migrant parents. We investigate four questions: 1) Is there a relationship between parental migration status and children’s academic engagement? 2) If so, does the association between parental migration status and engagement differ by gender? 3) Do differences in parental and teacher support play intermediate roles in linking parental migration status to engagement? 4) Do the associations between parental and teacher support with engagement differ by parental migration status?

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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486136_index.html
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MLA Citation:

Chen, Yo-Yo Shuang. and Adams, Jennifer. "Parents in motion, children in school: Investigating academic engagement, gender, and parental migration status in China" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486136_index.html>

APA Citation:

Chen, Y. and Adams, J. H. "Parents in motion, children in school: Investigating academic engagement, gender, and parental migration status in China" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486136_index.html

Publication Type: Panel Paper
Abstract: In China, where the rate of rural-urban migration has dramatically increased in the last two decades, the educational research examining the issue of migration has primarily investigated the barriers China’s unique hukou policies pose on rural-to-urban migrant children’s access to quality schooling. To date, few studies investigated the ways in which parental migration conditions children’s experience in school, such as limiting their engagement in the schooling process. Understanding the factors associated with academic engagement 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 academic disengagement. In our paper, we use data from the Survey of the Development of Disadvantaged Children (2008) to investigate the academic engagement of two groups of children of migrant workers: left-behind children and rural-to-urban migrant children. We use both random effects models and multinominial logit models to compare the outcomes for these two groups of children with their rural counterparts who do not have migrant parents. We investigate four questions: 1) Is there a relationship between parental migration status and children’s academic engagement? 2) If so, does the association between parental migration status and engagement differ by gender? 3) Do differences in parental and teacher support play intermediate roles in linking parental migration status to engagement? 4) Do the associations between parental and teacher support with engagement differ by parental migration status?


Similar Titles:
Household registration status-based segregation in urban schools in China and its impact on academic achievements of migrant children

Household Assets, School Enrollment and Parental Aspirations for Children’s Education in Rural China: Does Gender Matter?


 
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