Development of urban adaptation and social identity of migrant children in China: A longitudinal study

Yuan, Xun; Fang, Xiaoyi; Liu, Yang; Hou, Shumeng; Lin, Xiuyun

doi:10.1016/j.ijintrel.2012.10.002

Cited by 43 publications

(24 citation statements)

References 21 publications

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“…Acquiring cultural and contextual knowledge can facilitate information processing in the learning process. Resistance to change may expose children to moderate levels of acculturative stress that hinder their academic achievement (Chen 2014;Yuan et al 2013;Zheng et al 2004).…”

Section: Discussionmentioning

confidence: 99%

“…A study with Hispanic American students underscored that integrative attitudes serve as a buffer against psychological stress and poor academic performance (Rojas-Cifredo 2011). In China, research indicated that migrant children who enrolled in public schools (compared to separate migrant schools) had a greater chance of integrating and assimilating into urban cultures, therefore exhibited higher school satisfaction and better psychosocial adaptation (Yuan et al 2013). …”

Section: Acculturationmentioning

confidence: 99%

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Acculturation, Economic Stress, Social Relationships and School Satisfaction Among Migrant Children in Urban China

2014

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Rural to urban migration has become a prominent phenomenon in China. In linking migration to children's school trajectories, this mixed-methods study explored a range of cultural and contextual factors that contribute to Chinese children's school wellbeing in the migratory process. The key variables included acculturative attitudes, economic stress, and relationships with family, teachers and peers. The study drew upon survey data from a sample of 301 Chinese migrant students (4th-9th grade) together with in-depth interviews involving ten selected students focusing on how migrant children's school happiness and productivity are influenced by acculturation, economic hardship, and social relationships. The quantitative analysis indicated the critical role of integrative states in promoting school satisfaction and achievement. Migrant children with better social relations scored higher levels of hope, which in turn contributed to better school outcomes. Contrary to previous findings, economic stress did not hinder school outcomes for these Chinese migrant children, but appeared to act as a positive motivational factor for pursing academic success. The qualitative analysis echoed the quantitative findings, and provided further explanations for the complexity and particularity of these phenomena.

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Section: Discussionmentioning

confidence: 99%

Section: Acculturationmentioning

confidence: 99%

Acculturation, Economic Stress, Social Relationships and School Satisfaction Among Migrant Children in Urban China

2014

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“…[72] reports considerably improved academic performance and psychological well-being among migrant children in urban schools over time; however, migrant-school children lag well behind their cohort in public schools, and their feelings of loneliness and isolation do not completely fade. [82] conducts structural equation modeling (multiple-group analysis) to examine the dynamic relationships between the urban adaptation and social identity of migrant children within different types of school settings over time. They find that migrant children in public schools identity more with the host culture and make better progress in sociocultural adaptation, while those in migrant schools identify much more strongly with their place of origin and identify only weakly with the host culture.…”

Section: Social Integration and School Segregationmentioning

confidence: 99%

Literature Review on Educational Attainment of Migrant Children in China

Zhang¹

2016

JSS

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This paper reviews the literature on migrant children's educational attainment in Chinese urban cities. The review attempts to explore the central government's policy of institutional segregation and the barriers established by local policy on the issue of migrant children's access to education. Furthermore, the review examines the direct consequences of policies that limit migrant children's school enrollment, thus affecting their educational and psychological performance and their social integration in urban areas. Lack of equal access to education for migrant children is also closely correlated with education inequality and poverty, which reinforce each other and form a trap for poor families. Finally, this paper endeavors to review the contribution of recent studies on migrant children's education in urban cities, with a focus on quantitative data and methods applied by recent studies on the topic. At the same time, the review discusses the limitations of current studies and potential areas for future research.

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“…In 2009e2010, there were 418,000 migrant children living in Beijing, accounting for more than 40% of all enrolled elementary students of the city. 47 Since more than 90% of migrants did not have their own accommodation, migrant children accompanying adult migrants often live in inner and outer suburban districts of the cities, 48 which raises the issues of access to services such as immunization, 49 health insurance and education.…”

Section: Sociodemographic Characteristics Of Chinese Internal Migrantmentioning

confidence: 99%

Defining migration and its health impact in China

et al. 2015

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Development of urban adaptation and social identity of migrant children in China: A longitudinal study

Cited by 43 publications

References 21 publications

Acculturation, Economic Stress, Social Relationships and School Satisfaction Among Migrant Children in Urban China

Acculturation, Economic Stress, Social Relationships and School Satisfaction Among Migrant Children in Urban China

Literature Review on Educational Attainment of Migrant Children in China

Defining migration and its health impact in China

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