"Migrating" or Being "Left Behind": The Education Dilemma of Rural Children in Mainland China

Autor/in	Youlu, Shen
Titel	"Migrating" or Being "Left Behind": The Education Dilemma of Rural Children in Mainland China
Quelle	In: Chinese Education & Society, 50 (2017) 3, S.217-244 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2017.1331014
Schlagwörter	Rural Areas; Foreign Countries; Disadvantaged; Questionnaires; Comparative Analysis; Migrant Children; Educational Attainment; Safety; Disadvantaged Environment; Child Care; Transportation; Educational Experience; Discipline; Emotional Adjustment; Student Adjustment; Child Welfare; Government Role; School Role; Social Problems; Personality Traits; Social Adjustment; Migrants; Parent Child Relationship; Statistical Analysis; Elementary School Students; Middle School Students; Diseases; Child Health; Public Policy; Student Attitudes; China + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Ausland; Fragebogen; Bildungsabschluss; Bildungsgut; Sicherheit; Kinderfürsorge; Kinderbetreuung; Verkehrswesen; Bildungserfahrung; Disziplin; Emotionale Anpassung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Kindeswohl; Social problem; Soziales Problem; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Soziale Anpassung; Migrantin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Statistische Analyse; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Disease; Krankheit; Öffentliche Ordnung; Schülerverhalten
Abstract	Rural children belong to an educationally disadvantaged group whether they migrate or remain in their villages. Using a specially designed questionnaire, this paper surveyed more than 2,500 migrant and left-behind children in the Xixiangtang District of Nanning in Mainland China on issues relating to education and mental state. Through comparisons of migrant and nonmigrant children and those who had and had not been left behind, this study found that migrant children are unable to enter public schools due to incomplete documents, and also experience problems with a safe commute to and from school, after-school care, etc.; left-behind children are more likely to experience problems with emotional deprivation, dull after-school life, susceptibility to disease, and poor habits. With respect to mental state, some of the survey questions showed no significant differences, whereas others displayed significant divergences. It can be seen that both migrant and left-behind children experience problems with educational difficulties, poor discipline, and poor mental adaptability, and are in a clearly disadvantaged position. This paper recommends that the government, schools, society, and families jointly cooperate to strengthen emotional guidance for migrant children and left-behind children and ensure that no child is abandoned, allowing migrant children to grow and learn healthily in their respective environments. [This article was translated by Carissa Fletcher.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01