Does wealth matter? An assessment of China's rural-urban migration on the education of left-behind children

Yang, Guanyi; Bansak, Cynthia

doi:10.1016/j.chieco.2019.101365

Cited by 24 publications

(14 citation statements)

References 25 publications

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“…Remittances have positive effects, alleviating the budget constraints for low-income families (Bredl 2011;Hanson and Woodruff 2003;Du and Piao 2003), which then increases educational expenses and school attendance in poor households (Acharya and Leon-Gonzalez 2014;Hu 2012). Yang and Bansak found a strong positive impact of parental migration on children's timely enrollment, but the effect decreased with family wealth and became negative after reaching a threshold (G. Yang and Bansak 2020). They explain that the marginal use of a certain amount of a resource is sensitive to the original reserve: the lower the original reserve is, the higher the marginal will be.…”

Section: Migration and Remittancementioning

confidence: 99%

Left-Behind Children’s Cognitive Development in China: Gain in Financial Capital Versus Loss in Parental Capital

Chen

2023

Sociological Perspectives

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This study proposes a framework combining economic improvement and the disruption within family interactions to disentangle the effect of parental migration on left-behind children’s development. We proposed a concept of parental capital, which refers to the cultivated interactions between the primary caregiver and the child. The disruption effect is theorized here as loss in parental capital, that the decrease in frequency and stability of interactions between children and the primary caregiver caused by parental migration. This research draws on the 2012 China Urbanization and Labor Migration Survey (CULMS), a nationally representative dataset including a substantial migrant population. Our results show that the loss in parental capital mediates almost all of the adverse effects of parental absence. In addition, parental capital doesn’t significantly mediate the effect of father migration on children’s cognitive development, but it has substantial explaining power in the disadvantage of children with dual-parent migration.

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Section: Migration and Remittancementioning

confidence: 99%

Left-Behind Children’s Cognitive Development in China: Gain in Financial Capital Versus Loss in Parental Capital

Chen

2023

Sociological Perspectives

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“…Specifically, self-compassion provides a growth mindset to acknowledge one's weaknesses and strive to improve them. In the context of LBC, parental migration contributes to the transition of their internal family environment, which results in a lack of parental care, assistance and parent-child communication (Yang & Bansak, 2019). The growth mindset that derives from self-compassion helps to replenish depleted resources and empowers LBC to confront academic difficulties and strive for academic achievement, which lead to absorption in learning.…”

Section: Self-compassion Future Orientation and Educational Flowmentioning

confidence: 99%

Self‐compassion promoted educational flow through increased future orientation in left‐behind children groups

et al. 2023

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L eft-behind children (LBC) have been found to be disadvantaged in academic adaption due to the lack of parental care and supervision they receive. Educational flow, which is known as an optimal learning state for adolescents, would be beneficial for academic adaption among LBC. Self-compassion may provide a growth mindset to improve their abilities and immersion in learning. The present study focuses on educational flow and explores both the level and the protective mechanism of educational flow among LBC using cross-sectional data. Specifically, we examine whether self-compassion contributes to educational flow through future orientation. The study sample comprises participants from a middle school in Henan province. A total of 371 LBC participated in the study, with a mean age of 14.04. We find that family income is positively associated to LBC's educational flow. Furthermore, self-compassion is positively associated with future orientation and educational flow, future orientation is positively associated with educational flow and self-compassion generates higher level of future orientation, which in turn promoting educational flow. Overall, our findings suggest that it is essential to incorporate self-compassion and future orientation when promoting the academic adaption of LBC.

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“…Studies attribute a significant portion of human capital development to parental time and monetary investment on children (Yang and Bansak, 2020;Guryan et al, 2008;Blau and Currie, 2006;Yum, 2016;Del Boca et al, 2013). In this section, we want to assess or rule out whether parents change their behavior to increase or decrease investments in the human capital of their children.…”

Section: Parental Investmentmentioning

confidence: 99%

“…Most of our understanding of children's human capital production is limited to the family unit (e.g. Yang and Bansak, 2020;Del Boca, Flinn, and Wiswall, 2013;Guryan, Hurst, and Kearney, 2008;Ramey and Ramey, 2010;Blau and Currie, 2006;Blau, 1999). In families with more than one child, how are resources allocated across siblings?…”

Section: Introductionmentioning

confidence: 99%

Sibling Spillover in Rural China: A Story of Sisters and Daughters

2020

Self Cite

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Does wealth matter? An assessment of China's rural-urban migration on the education of left-behind children

Cited by 24 publications

References 25 publications

Left-Behind Children’s Cognitive Development in China: Gain in Financial Capital Versus Loss in Parental Capital

Left-Behind Children’s Cognitive Development in China: Gain in Financial Capital Versus Loss in Parental Capital

Self‐compassion promoted educational flow through increased future orientation in left‐behind children groups

Sibling Spillover in Rural China: A Story of Sisters and Daughters

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