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Article: School Adaptation of Migrant Children in Shanghai: Accessing Educational Resources and Developing Relations

TitleSchool Adaptation of Migrant Children in Shanghai: Accessing Educational Resources and Developing Relations
Authors
KeywordsAcademic achievement
Academic failure
Access
Adaptation
Behavioral Science and Psychology
Child and School Psychology
Children
Children & youth
Compulsory education
Cultural identity
Culture
Disadvantaged
Economic reform
Educational attainment
Elementary schools
Equal rights
Equipment and supplies
Extracurricular activities
Families & family life
Family
Family resources
Federal government
Higher education
Home ownership
Local government
Low income groups
Migrants
Original Paper
Parenting
Peers
Policy making
Population
Property
Psychology
Public schools
Rural communities
Social aspects
Social mobility
Social relations
Social Sciences
Society
Socioeconomic status
Sociology
Students
Teaching
Urban schools
Issue Date2020
PublisherSpringer US.
Citation
Journal of child and family studies, 2020, v. 29, n. 6, p. 1745-1756 How to Cite?
AbstractObjectives The current study examined the patterns of adaptation of rural-to-urban migrant children in China as compared with their peers in urban schools. It also explored the potential factors relating to school adaptation by employing the cultural and structural perspectives, which emphasizes the access to social relations and the socioeconomic status in a society. Methods We conducted surveys in a district with a large number of migrants in Shanghai. This cross-sectional study recruited 1577 children from 12 primary schools, who completed self-reported questionnaires. Results Attending a public school can promote the children’s adaptation, including the access to more family resources ( d  = 0.77, p  < 0.05; 0.47, p  < 0.05; 0.28, p  < 0.05) and social relations (Cohen’s d  = 0.17, p  < 0.05; 0.28, p <  0.05; 0.11, p  < 0.05). However, policy limitations and lack of family resources are primary factors that prevent children from attending public schools. Children from families with higher income (OR = 1.28, 95% CI [1.05, 1.55], p  < 0.05), higher parental education achievement (OR = 1.19, 95% CI [1.05, 1.35], p  < 0.01), and homeownership (OR = 2.03, 95% CI [5.35, 10.95], p  < 0.001) are more likely to enroll in a public school. Conclusions The study’s findings contribute to the growing knowledge about migrant children’s adaptation and can guide future policy-making. The adaptation gap between migrant children from public and migrant schools raises a concern about the upward mobility of migrant children from disadvantaged families, which requires more attention and support from local government.
Persistent Identifierhttp://hdl.handle.net/10722/328037
ISSN
2023 Impact Factor: 1.6
2023 SCImago Journal Rankings: 0.806
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorSun, XY-
dc.contributor.authorChui, EWT-
dc.contributor.authorChen, J-
dc.contributor.authorFu, YY-
dc.date.accessioned2023-06-05T08:22:54Z-
dc.date.available2023-06-05T08:22:54Z-
dc.date.issued2020-
dc.identifier.citationJournal of child and family studies, 2020, v. 29, n. 6, p. 1745-1756-
dc.identifier.issn1062-1024-
dc.identifier.urihttp://hdl.handle.net/10722/328037-
dc.description.abstractObjectives The current study examined the patterns of adaptation of rural-to-urban migrant children in China as compared with their peers in urban schools. It also explored the potential factors relating to school adaptation by employing the cultural and structural perspectives, which emphasizes the access to social relations and the socioeconomic status in a society. Methods We conducted surveys in a district with a large number of migrants in Shanghai. This cross-sectional study recruited 1577 children from 12 primary schools, who completed self-reported questionnaires. Results Attending a public school can promote the children’s adaptation, including the access to more family resources ( d  = 0.77, p  < 0.05; 0.47, p  < 0.05; 0.28, p  < 0.05) and social relations (Cohen’s d  = 0.17, p  < 0.05; 0.28, p <  0.05; 0.11, p  < 0.05). However, policy limitations and lack of family resources are primary factors that prevent children from attending public schools. Children from families with higher income (OR = 1.28, 95% CI [1.05, 1.55], p  < 0.05), higher parental education achievement (OR = 1.19, 95% CI [1.05, 1.35], p  < 0.01), and homeownership (OR = 2.03, 95% CI [5.35, 10.95], p  < 0.001) are more likely to enroll in a public school. Conclusions The study’s findings contribute to the growing knowledge about migrant children’s adaptation and can guide future policy-making. The adaptation gap between migrant children from public and migrant schools raises a concern about the upward mobility of migrant children from disadvantaged families, which requires more attention and support from local government.-
dc.languageeng-
dc.publisherSpringer US.-
dc.relation.ispartofJournal of child and family studies-
dc.subjectAcademic achievement-
dc.subjectAcademic failure-
dc.subjectAccess-
dc.subjectAdaptation-
dc.subjectBehavioral Science and Psychology-
dc.subjectChild and School Psychology-
dc.subjectChildren-
dc.subjectChildren & youth-
dc.subjectCompulsory education-
dc.subjectCultural identity-
dc.subjectCulture-
dc.subjectDisadvantaged-
dc.subjectEconomic reform-
dc.subjectEducational attainment-
dc.subjectElementary schools-
dc.subjectEqual rights-
dc.subjectEquipment and supplies-
dc.subjectExtracurricular activities-
dc.subjectFamilies & family life-
dc.subjectFamily-
dc.subjectFamily resources-
dc.subjectFederal government-
dc.subjectHigher education-
dc.subjectHome ownership-
dc.subjectLocal government-
dc.subjectLow income groups-
dc.subjectMigrants-
dc.subjectOriginal Paper-
dc.subjectParenting-
dc.subjectPeers-
dc.subjectPolicy making-
dc.subjectPopulation-
dc.subjectProperty-
dc.subjectPsychology-
dc.subjectPublic schools-
dc.subjectRural communities-
dc.subjectSocial aspects-
dc.subjectSocial mobility-
dc.subjectSocial relations-
dc.subjectSocial Sciences-
dc.subjectSociety-
dc.subjectSocioeconomic status-
dc.subjectSociology-
dc.subjectStudents-
dc.subjectTeaching-
dc.subjectUrban schools-
dc.titleSchool Adaptation of Migrant Children in Shanghai: Accessing Educational Resources and Developing Relations-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s10826-019-01608-0-
dc.identifier.volume29-
dc.identifier.issue6-
dc.identifier.spage1745-
dc.identifier.epage1756-
dc.identifier.isiWOS:000492222000003-
dc.publisher.placeNew York-

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