Migrant status, school segregation, and students’ academic achievement in urban China

2019 ◽  
Vol 52 (3) ◽  
pp. 319-336 ◽  
Author(s):  
Gaoming Ma
Keyword(s):  
Academic Achievement ◽  
Urban China ◽  
School Segregation ◽  
Migrant Status

The relations of migrant status and parenting to Chinese adolescents’ adjustment

2016 ◽  
Vol 41 (3) ◽  
pp. 320-328 ◽  
Author(s):  
Guangzhen Zhang ◽  
Nancy Eisenberg ◽  
Zongbao Liang ◽  
Yi Li ◽  
Huihua Deng
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Positive Parenting ◽  
Migrant Status ◽  
Positive Adjustment ◽  
Academic Records ◽  
Quality Of Parenting ◽  
The Stability ◽  
Migrant Adolescents

The main goals of the present study were (a) to compare Chinese migrant and nonmigrant adolescents on mean levels of parenting, positive adjustment, and academic functioning, and to assess whether socioeconomic status (SES) accounted for any obtained differences, (b) to examine whether the relations of SES and migrant status to youths’ positive adjustment were mediated by quality of parenting, and (c) to examine relations of parenting to positive adjustment across time. Three months after adolescents (254 boys and 216 girls; 281 migrant and 189 nonmigrant adolescents; M age = 12.95 years, SD = 0.91 at the first wave) entered middle school (T1), and again one (T2) and two years later (T3), adolescents, parents, and/or teachers reported on parenting, and adolescents’ positive psychological adjustment and school-related social competence, and adolescents’ academic records were obtained from schools. Migrant parents were lower than nonmigrant parents on education and positive parenting (T1, T2, and T3). Migrant adolescents were lower than nonmigrant adolescents on self-reported self-esteem and life satisfaction, academic achievement (T1, T2, and T3) and teacher-reported school-related social competence (T3); they did not differ on most variables when parents’ education was controlled. When taking into account the stability of parenting and adjustment (and including T1 SES and migrant status as predictors of T2 variables), positive parenting predicted school-related social competence and academic achievement across time.

Schooling institutions and academic achievement for migrant children in Urban China

2015 ◽  
Vol 4 (2) ◽  
pp. 172-184 ◽  
Author(s):  
Xinxin Chen ◽  
Fang Lai ◽  
Hongmei Yi ◽  
Linxiu Zhang ◽  
James Chu ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Migrant Children ◽  
Urban China

scholarly journals School Segregation Policy and Its Educational Ramifications for Internal Migrant Children in Urban China

2017 ◽  
Vol 2 (2) ◽  
pp. 10 ◽  
Author(s):  
Ting Liu ◽  
Ronald S. Laura
Keyword(s):  
Public Schools ◽  
Performance Outcomes ◽  
Migrant Children ◽  
Urban China ◽  
School Segregation ◽  
Migrant Students ◽  
Policy Makers ◽  
Internal Migrant ◽  
Current State ◽  
Equal Educational Opportunities

This paper reviews the current state of education for internal migrant children in urban China, with the aim of teasing out its ramifications for pedagogic equity expressed as performance outcomes. In recent years migrant children have been segregated predominantly in urban migrant schools, whereas students with a higher socioeconomic status may have access to integrated public schools populated mostly by urban children. This paper analyses publicly accessible policy papers and relevant scholarly literature to provide a contextualised interpretation of school segregation, with an aim to advance societal recognition of and responsibility for the inequities associated with the education of migrant children in China. Our intention is to tease out and make more transparent than has to date happened the implications of these disparities and inequities. It is to be hoped that this information will encourage policy makers to acknowledge that the amelioration of inequities in performance depends on reforming the current segregation procedures and administrative protocols which fail to maximise the access to equal educational opportunities to which Chinese migrant students should be entitled.

Only Children and Sibling Children in Urban China: A Re-examination

1994 ◽  
Vol 17 (3) ◽  
pp. 413-421 ◽  
Author(s):  
Xinyin Chen ◽  
Kenneth H. Rubin ◽  
Bo-shu Li
Keyword(s):  
Academic Achievement ◽  
Peer Relationships ◽  
Social Behaviour ◽  
Rating Scale ◽  
Peer Acceptance ◽  
Peer Assessment ◽  
Urban China ◽  
Only Children ◽  
Assessment Measure ◽  
The Difference

Four hundred and ninety-eight only children and 67 sibling children, aged 8 and 10 years of old, residing in Shanghai, the People's Republic of China, were administered a peer assessment measure of social behaviour and a sociometric nomination measure of peer acceptance. Teachers were requested to complete a behavioural rating scale for each participant. Data concerning children's academic achievement, normative school behaviour, and excellent scholarship (honourship) were obtained from the school administrative records. Unlike previous reports (e.g. Jiao, Ji, & Jing, 1986; Tao & Chiu, 1985), the results of the present study indicated that there were nonsignificant differences between only children and sibling children in urban China in the areas of social behaviour, peer relationships, school-related social competence, and academic achievement. The difference in results reported in the present and earlier studies may be the result of social-historical changes in recent years.

scholarly journals Differential Impact of School Segregation in the Performance of Native and Non-Native Students in Spain

2021 ◽  
Vol 9 (2) ◽  
pp. 85
Author(s):  
Francisco Javier Murillo ◽  
Guillermina Belavi
Keyword(s):  
Academic Achievement ◽  
Multilevel Models ◽  
School Segregation ◽  
Native Students ◽  
Considerable Impact ◽  
Native Condition ◽  
Socioeconomic Segregation ◽  
The Impact ◽  
Harmful Effects ◽  
Study Database

There is evidence of the impact of school segregation on students’ academic achievement, but it is debated whether the extent of this impact is dependent on students’ socioeconomic status, or on their native or non-native condition. This research addresses the problem in Spain, seeking to determine how immigrant and socioeconomic segregation affect the academic achievement of native and non-native students. With this aim, the PISA study database was specially exploited by means of two-tier Multilevel Models, estimating school segregation through the Hutchens Square Root Index. Specifically, the study estimates the influence of school segregation on students’ academic achievement in the subjects of Mathematics, Language and Science. The results confirm that school socioeconomical and immigrant segregation affect students’ academic achievement differently. Whereas socioeconomic segregation negatively affects both groups in all three subjects, immigrant segregation affects non-native students more strongly. Thus, data shows school segregation on socioeconomic grounds is always significant, and always has a considerable impact on achievement, regardless of students’ national origin. School segregation reproduces and accentuates conditions of social injustice. To counter its harmful effects, it is necessary to act first and foremost on socioeconomic segregation, as this causes the most devastating effects in education, particularly for non-native students.

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