Social Exclusion and the Hidden Curriculum: The Schooling Experiences of Chinese Rural Migrant Children in an Urban Public School

Zhang, Donghui; Luo, Y.

doi:10.1080/00071005.2015.1105359

Cited by 73 publications

(26 citation statements)

References 5 publications

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“…Presumably, the structural barriers of segregation can threaten the social and behavioral adjustment of migrant children. It has been found that China’s migrant children tend to experience exclusion, marginalization, and discrimination (Li & Jiang, 2018; Zhang & Luo, 2016) as well as exhibit poor psychological and behavioral outcomes (Hu et al, 2014). Such problems with adjustment may undermine their future development in a variety of areas and cause other social problems with potentially high social costs.…”

Section: Introductionmentioning

confidence: 99%

Rural-to-Urban Migration, Strain, and Bullying Perpetration: The Mediating Role of Negative Emotions, Attitude Toward Bullying, and Attachment to School

Cui

2020

Int J Offender Ther Comp Criminol

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Based on an integrated general strain theory, this study involved testing negative emotions (i.e., anxiety and depression), a social learning variable (i.e., attitude toward bullying), and a social control variable (i.e., attachment to school) as possible mediators of the strain–bullying relationship. A group comparison was also conducted to examine possible differences between migrant and non-migrant children. Data used in the study were derived from a questionnaire survey with a school-based multistage random sample of 1,666 children in Grades 4 to 9 in Nanjing and Guangzhou, China. Structural equation modeling and group comparison were performed with AMOS 25.0 to test the hypothesized model. The findings indicated that attitude toward bullying and attachment to school but not negative emotions mediated the strain–bullying relationship. The results also revealed that the mediation model was applicable to both migrant and non-migrant children, albeit with significant differences in certain paths within the model. The study’s framework bridged the integrated general strain theory and its typical emphasis on crime or delinquency with the pervasive behavior of school bullying in the context of Chinese rural-to-urban migration. Implications for theory and practice were discussed.

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Section: Introductionmentioning

confidence: 99%

Rural-to-Urban Migration, Strain, and Bullying Perpetration: The Mediating Role of Negative Emotions, Attitude Toward Bullying, and Attachment to School

Cui

2020

Int J Offender Ther Comp Criminol

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“…Chinese adolescents thus experience a significant amount of stress due to high academic expectations imposed onto them by their family members and teachers. It is possible that differential expectations between urban-born adolescents in regular schools and migrant adolescents in migrant schools may exist, regular middle schools emphasize a lot on the academic outcomes and the enrolment rate to universities (Zhang & Luo, 2016). Thus, urban-born adolescents might experience higher personal and social expectations of academic success than their migrant peers.…”

Section: Discussionmentioning

confidence: 99%

Differential impacts of social support on mental health: A comparison study of Chinese rural-to-urban migrant adolescents and their urban counterparts in Beijing, China

Zhuang

Wong

2016

Int J Soc Psychiatry

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“…The learning of the hidden curriculum, as such, is not formal learning. But the mastery of the hidden curriculum is conducive to school success, and its mastery is implicitly validated in education credentials (Giroux & Penna, 1979; Jackson, 1968; Zhang & Luo, 2016, p. 218).…”

Section: Covert and Overt Validation Of Non‐formal And Informal Learningmentioning

confidence: 99%

Validation of non‐formal and informal learning in formal education: Covert and overt

Souto-Otero

2021

Euro J of Education

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This article reframes the debate on the validation of non‐formal and informal learning by connecting it to the sociology of education and curriculum studies literatures. Building on these literatures, the article differentiates between four types of validation: (a) covert and implicit, (b) covert but embedded, (c) overt and functional and (d) overt and institutional. Based on this classification, I problematise the widespread view that there is little validation in formal education. Instead, I argue, much validation takes place in formal education, but it is mostly covert and goes unnoticed. Validation is a common practice when it contributes to the performance metrics of formal education institutions, when it enables institutions to take credit for learning that occurs outside of them, when the non‐formal and informal learning that is validated aligns with their established curricula and when it does not require changes in pedagogy or assessment practices. Validation in formal education is not so much characterised by rejection or disregard as by selectivity and instrumentality.

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Social Exclusion and the Hidden Curriculum: The Schooling Experiences of Chinese Rural Migrant Children in an Urban Public School

Cited by 73 publications

References 5 publications

Rural-to-Urban Migration, Strain, and Bullying Perpetration: The Mediating Role of Negative Emotions, Attitude Toward Bullying, and Attachment to School

Rural-to-Urban Migration, Strain, and Bullying Perpetration: The Mediating Role of Negative Emotions, Attitude Toward Bullying, and Attachment to School

Differential impacts of social support on mental health: A comparison study of Chinese rural-to-urban migrant adolescents and their urban counterparts in Beijing, China

Validation of non‐formal and informal learning in formal education: Covert and overt

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