Fathers’ Migration and Academic Achievement among Left-behind Children in India: Evidence of Continuity and Change in Gender Preferences

2021 ◽  
pp. 019791832198927
Author(s):  
Kriti Vikram
Keyword(s):  
Reading Skills ◽  
Gender Preferences ◽  
Education Expenditure ◽  
Educational Activities ◽  
Children's Education ◽  
Continuity And Change ◽  
Left Behind ◽  
Children’S Education ◽  
Investments In Education

This article examines the link between paternal migration and children’s arithmetic and reading achievement, using the 2005 and 2012 waves of the national India Human Development Survey (IHDS). Additionally, it investigates if fathers’ migration is associated with increased investments in children’s education and time spent on educational activities. Using propensity score matching, this article finds that fathers’ current and long-term migration, defined as being a migrant in both IHDS waves, is positively associated with children’s education. However, the benefits of paternal migration are experienced more frequently by sons than by daughters. Sons of migrant fathers demonstrate higher reading and arithmetic achievement, benefit from higher education expenditure, and spend more time on educational activities than sons of non-migrant fathers. Daughters of migrant fathers exhibit higher reading skills and receive higher investments in education but are no different from daughters of non-migrant fathers in time spent on educational activities and arithmetic achievement. These results suggest a gendered process at play in remittance utilization, with sons experiencing a more robust remittance effect. Nevertheless, it is promising to note that daughters also gain from the economic and social remittances received by left-behind families in a modernizing India.

scholarly journals ¿Educación o desintegración? Parental Migration, Remittances and Left-behind Children's Education in Western Guatemala

2016 ◽  
Vol 48 (3) ◽  
pp. 565-590
Author(s):  
JASON DAVIS
Keyword(s):  
United States ◽  
Human Capital ◽  
The United States ◽  
Earned Income ◽  
Parental Absence ◽  
Children's Education ◽  
Parental Migration ◽  
Left Behind ◽  
Economic Migration ◽  
Children’S Education

AbstractMany Guatemalan parents migrate to the United States with the intention of returning earned income to improve the human capital prospects of their left-behind children. This laudable goal is achieved by many – arguably benefiting girls more than boys. However, negative international migration externalities including migration failure, familial abandonment, psychosocial harms and a culture of migration that disproportionally limits the educational prospects of boys need to be considered. Based on qualitative field interviews in western Guatemala with parents and educators, this article presents a nuanced view of economic migration and left-behind children's education, capturing both its remittance-related benefits and parental absence harms.

scholarly journals Chinese migrant parents' educational involvement: Shadow education for left-behind children

2020 ◽  
Author(s):  
Baiwen Peng
Keyword(s):  
Natural Growth ◽  
Shadow Education ◽  
Rural People ◽  
Concerted Cultivation ◽  
Theoretical Contribution ◽  
Children's Education ◽  
Left Behind ◽  
Educational Involvement ◽  
Children’S Education ◽  
Migrant Parents

AbstractAs rural people keep migrating to cities in China over the past few decades, tens of millions of children have been left behind by their parents. In this study, I investigated how Chinese migrant parents involve in their left-behind children's education through the theoretical lens of concerted cultivation and the accomplishment of natural growth. I drew on qualitative data from left-behind children, migrant parents and teachers collected at a rural primary school in Sichuan Province. Most migrant parents involved in this study migrated to a less developed area in Tibet. Their voices are a valuable addition to the literature that has so far focused on those going to developed cities. It was found that shadow education is a major channel through which the parents involved in their left-behind children's education. The parents could 1) exercise concerted cultivation and variously use shadow education, 2) hope to meaningfully involve but were constrained by multiple barriers, or 3) exercise natural growth and leave their children to themselves. I interpreted these patterns with a view to China's evolving culture, ideology and social structures. I conclude by discussing sociological implications of these patterns, and theoretical contribution to the literature.

scholarly journals Analisis Komparatif Faktor-Faktor yang Mempengaruhi Ekspektasi terhadap Anak bagi Ibu Bekerja dan Tidak Bekerja di Kelurahan Anduring Kecamatan Kuranji Kota Padang

2020 ◽  
Vol 5 (01) ◽  
pp. 36-49
Author(s):  
Eka Putri
Keyword(s):  
Financial Literacy ◽  
Working Mothers ◽  
Working Mother ◽  
Children's Education ◽  
Value Of Children ◽  
Financial Plan ◽  
True Meaning ◽  
Children’S Education

This research aims to identify and analysis: (1) The effects of mother's role in education, the value of children in families and financial literacy, (2) The effects of mother's role in education, (3) The effects of  value of children in family, (4) The effects of financial literation, toward child  expectation, (5) The role of working mothers is higher than the role not working mather in children's education, (6) The value of children’s working mother is higher than not working, (7) the financial literacy working mother is higher than not working. The results of this research shows that: (1) The mother's role in education, the value of children in families and financial literacy influences positive significant, (2) The mother's role in education influences positive significant, (3) The value of children in families influences positive significant, (4) The financial literacy influences positive significant, toward child expectation, (5) The role of working mothers is higher than the role not working mather in children's education, (6) the value of children’s working mother is higher than not working mother, (7) the financial literacy working mother is higher than not working mother. Based on the results, it is suggested that mothers should improve their role in education of child. Then, Mothers, it is expected to develop their valuation about the importance of presence of child in family to help them realize a true meaning about being responsibility. Mothers should start to make a child savings for education and start to invest  financial plan for long term.

Any Child Can Read Better

1996 ◽  
Author(s):  
Harvey S. Wiener
Keyword(s):  
Home Environment ◽  
Reading Skills ◽  
Reading Habits ◽  
Children's Education ◽  
Complex Process ◽  
Home Learning ◽  
Children’S Education ◽  
Pencil And Paper ◽  
Reading Activities ◽  
Birthday Cake

Reading, however fundamental the task may seem to everyday life, is a complex process that takes years to master. Yet, learning to read in the early stages is not an overwhelming problem for most children, especially when their classroom learning is coupled with a nurturing home environment in which reading is cherished, and pencil and paper are always available and fun to use. In fact, studies have shown that children score higher in reading if their parents support and encourage them at home. Unfortunately, though many parents want to involve themselves actively in their children's education, very few know just what to do. Now Dr. Harvey S. Wiener, author of the classic Any Child Can Write, provides an indispensable guide for parents who want to help their children enter the magic realm of words. In Any Child Can Read Better, Second Edition, Dr. Wiener offers practical advice on how to help children make their way through the maze of assignments and exercises related to classroom reading. In this essential book, parents learn how to be "reading helpers" without replacing or superseding the teacher--by supporting a child's reading habits and sharing the pleasures of fiction, poetry, and prose. Home learning parents also will find a wealth of information here. Through comfortable conversation and enjoyable exercises that tap children's native abilities, parents can help their child practice the critical thinking and reading skills that guarantee success in the classroom and beyond. For example, Dr. Wiener explains how exercises such as prereading warm-ups like creating word maps (a visual scheme that represents words and ideas as shapes and connects them) will allow youngsters to create a visual format and context before they begin reading. He shows how pictures from a birthday party can be used to create patterns of meaning by arranging them chronologically to allow the party's "story" to emerge, or how they might by arranged by order of importance--a picture of Beth standing at the door waiting for her friends to arrive could be displayed first, Beth blowing out the birthday cake placed toward the middle of the arrangement, and the pictures of Beth opening her gifts, especially the skates she's been begging for all year, would surely go toward the end of the sequence. Dr. Wiener shows how these activities, and many others, such as writing games, categorizing toys or clothes or favorite foods, and reading journals, will help children draw meaning out of written material. This second edition includes a new chapter describing the benefits of encouraging children to keep a journal of their personal reactions to books, the value of writing in the books they own (underlining, writing in the margins, and making a personal index) and a variety of reading activities to help children interact with writers and their books. Dr. Wiener has also expanded and updated his fascinating discussion of recommended books for children of all ages, complete with plot summaries. Written in simple, accessible prose, Any Child Can Read Better offers sensible advice for busy parents concerned with their children's education.

scholarly journals From No Child Left Behind to Every Student Succeeds: Back to a Future for Education Federalism

2017 ◽  
Author(s):  
Michael Heise
Keyword(s):  
No Child Left Behind ◽  
Education Policy ◽  
Education Reform ◽  
Structural Changes ◽  
Individual Autonomy ◽  
Elementary And Secondary Education ◽  
Children's Education ◽  
Left Behind ◽  
Children’S Education ◽  
Every Student Succeeds Act

117 Columbia Law Review 1859 (2017).When passed in 2001, the No Child Left Behind Act represented the federal government’s most dramatic foray into the elementary and secondary public school policymaking terrain. While critics emphasized the Act’s overreliance on standardized testing and its reduced school-district and state autonomy, proponents lauded the Act’s goal to close the achievement gap between middle- and upper-middle-class students and students historically ill served by their schools. Whatever structural changes the No Child Left Behind Act achieved, however, were largely undone in 2015 by the Every Student Succeeds Act, which repositioned significant federal education policy control in state governments. From a federalism standpoint, the Every Student Succeeds Act may have reset education federalism boundaries to favor states, far exceeding their position prior to 2001.While federal elementary and secondary education reform efforts since 2001 may intrigue legal scholars, a focus on educational federalism risks obscuring an even more fundamental development in educational policymaking power: its migration from governments to families, from regulation to markets. Amid a multidecade squabble between federal and state lawmakers over education policy authority, efforts to harness individual autonomy and market forces in the service of increasing children’s educational opportunity and equity have grown. Persistent demands for and increased availability of school voucher programs, charter schools, tax credits programs, and home schooling demonstrate families’ desire for greater agency over decisions about their children’s education. Parents’ calls for greater control over critical decisions concerning their children’s education and schooling options may eclipse state and federal lawmakers’ legislative squabbles over educational federalism.

scholarly journals The Phenomena about the Impact of TKI Migration on Their Children’s Education at Sambelia District of East Lombok Regency, Indonesia

2018 ◽  
Vol 2 (1) ◽  
pp. 151
Author(s):  
Reno Yandhora Sari ◽  
Afdhal Afdhal
Keyword(s):  
State Government ◽  
Psychosocial Development ◽  
Secondary Data ◽  
Drop Out ◽  
Primary Data ◽  
Children's Education ◽  
Children’S Education ◽  
Long Term Impact ◽  
The Impact

This study was aimed to know the impact of the migration of Indonesian worker (referred as TKI) family on children’s education at Sambelia District of East Lombok Regency. This research using qualitative approach. Collecting data technique were observation, interview and documentation. The type of the data are primary and secondary data. Primary data collected by respondent interviews and secondary data collected by state government. To analyze the data, the researcher using qualitative model by Miles and Huberman: data reduction, display data, and conclusion. Other data analysis such as government policy and raw data from state government of East Lombok using AHP Model and statistic analysis. The result found that 40% of children whose parents were TKI suffered from poor psychosocial development in terms of achievement and not having close friend. A long-term impact was that those children might drop out of school and more likely experienced psychological wellbeing disorders like emotional disorder. Children from TKI family who grew and developed with only one of the parents tended to be more disobedient. They tended to skip school and chose to spend time for playing. According to the score of Consistency Ratio, the highest score was obtained by factor of socio-economy (0.373) followed by factor of poor life skill (0.277), factor of not being accepted in the environment (0.205), and factor of higher life necessities (0.146).

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