Work

Academic Achievement and Loneliness of Migrant Children in China: School Segregation and Segmented Assimilation

Year: 2012

Type: article

Abstract: China's rural-urban migration presents a significant educational challenge. This study uses theories of segmented assimilation and school segregation to measure the assimilation and well-being of migrant children who attend either Beijing's public schools or its informal migrant schools. Controling for other factors, we find poorer achievement and greater loneliness among migrant children who are isolated in migrant schools than similar migrant students enrolled in regular urban public schools. We show there is little difference in learning outcome or loneliness between urban native children and migrant children who attend public schools. We further discuss similarities and differences between the experiences of migrant children in China and immigrant children in the United States.

Source: Comparative Education Review

DOI: 10.1086/667790

Authors: Yao Lu, Hao Zhou

Institution: Columbia University

Language: English

Topic: Education and experiences of immigrants and refugees

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: green

Funders: Beijing Municipal Social Science Foundation, National Social Science Fund of China, Eunice Kennedy Shriver National Institute of Child Health and Human Development