Educational experiences of Chinese migrant children : the role of acculturation, social support and psychological mediators

Abstract

China’s internal migration, as characterized by massive human mobility from rural to urban regions, offers an unparalleled scientific opportunity to study the impact of migration processes on children’s developmental outcomes. This dissertation explores the educational experiences of Chinese migrant children. Three interrelated studies were conducted to investigate the extent to which social support, acculturation, and psychological variables are related to Chinese migrant children’s school wellbeing. Study One developed an acculturation scale for Chinese migrant children, based on an acculturation model involving integration, assimilation, separation, and marginalization (Berry, 2003). Thirty-two items were created to tap into behavioral, psychological and social domains of migrant children’s acculturation processes. The validity of the scale was established through the exploratory and confirmatory factor analyses. Results indicated that the Acculturation Scale for Chinese Migrant Children is a viable instrument for future investigation of acculturation orientations among migrant sample in China. Study Two investigated the mechanisms and conditions under which social support from family, teachers and peers exert influence on academic achievement of Chinese migrant children. Drawing upon the data from 2491 migrant children attending 15 elementary and middle schools, results from structural equation modeling analysis suggested that support from teachers played the most significant role in academic achievement of these students, followed by family and peer support. Psychological variables of self-esteem, hope, and school satisfaction fully mediated the effect of social support on achievement. In addition, support from family demonstrated a greater effect on academic achievement among children who have been integrated into both city and hometown contexts. Study Two concluded that it is imperative to fully understand the nature of support, as well as its conditions and underlying mechanisms, under which children from migrant backgrounds can thrive and benefit. The overall purpose of Study Three was to understand the contextual forces that shape migrant children’s family processes, school climate, and acculturation. Using semi-structured interviews with 30 migrant students plus 5 of their parents, it was found that there was a substantial in-group variation in migrant children’s educational experiences. Parenting practices among the migrant families demonstrated a combination of traditional beliefs and modern influences. Positive interactions with teachers and peers provided strong support for adjustment in the urban context. The third study concluded that the substantial in-group variation in children’s educational experiences might be related to differences in parenting ideology and practices, social support and children’s agency, all of which are further shaped by the broader cultural milieu. Positive school experiences for Chinese migrant children are vital for nurturing competent citizens who are fully engaged in social, economic and civil activities of the society. Migrant children’s school adjustment and success is a pre-requisite for social stability and economic wellbeing. Understanding how the socio-ecological factors contribute to school experiences of Chinese migrant children can provide important implications for educational practitioners, policy makers, and clinical professionals working with migrant children in China and beyond.