Abstract
China’s rural to urban migration is the largest population movement in human history. To unpack the intertwining relationship between migration and education, previous research tended to view migrant children as one universally vulnerable category, while ignoring the potential disparity in family socialization and functioning. This study investigated how these rural to urban migrant children in Zhejiang, China, described the ways in which their parents are involved in their education. A total of 30 migrant children (4th–9th Grade, mean age = 13 years) participated in the interviews. The results suggested that although they shared similar socioeconomic background, the high-achieving migrant children reported more parental support in academic socialization at home and in school than did their low-achieving counterparts. The study highlighted the salient role of socio-cultural factors such as perceptions of societal demands in influencing parenting ideology and behavior. The study concluded that the substantial in-group variation in children’s educational experiences might be attributable to differences in parental educational values and parenting styles, which are shaped by the broader social milieu.
Similar content being viewed by others
References
Chen, B. B. (2014). Rural-to-urban migrant children’s behaviors and adaptation within migration social contexts in China. In R. Dimitrova, M. Bender, & F. van de Vijver (Eds.), Global perspectives on well-being in immigrant families (pp. 75–94). New York: Springer.
Chen, X., Stanton, B., Kaljee, L. M., Fang, X., Xiong, Q., Lin, D., et al. (2011). Social stigma, social capital reconstruction, and rural migrants in urban China: A population health perspective. Human Organization, 70(1), 22–32.
Cheung, W. T. N. (2013). Rural to urban migration adolescents in Guangzhou, China: Psychological health, victimization, and local and trans-local ties. Social Science and Medicine, 93, 121–129.
Cheung, C. S., & Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the united states and china: Implications for children’s academic and emotional adjustment. Child Development, 82(3), 932–950. Retrieved from https://search.proquest.com/docview/881462072?accountid=14548.
Chi, J., & Rao, N. (2003). Parental beliefs about school learning and children’s educational attainment: Evidence from rural China. Ethos, 31(3), 330–356.
Comer, J. P. (1995). School power: Implications of an intervention project. New York: Free Press.
Deaux, K. (2006). To be an immigrant. New York, NY: Russell Sage Foundation.
Epstein, J. (2001). School, family, and community partnerships. Boulder: Westview Press.
Fang, L., Sun, R., & Yuen, M. (2016). Acculturation, economic stress, social relationships and school satisfaction among migrant children in urban China. Journal of Happiness Studies, 17(2), 507–531. doi:10.1007/s10902-014-9604-6.
Fong, L. V. (2007). Parent-child communication problems and the perceived inadequacies of Chinese only children. Ethos, 35, 85–127.
Gu, W. (2008). New horizons and challenges in China’s public schools for parent involvement. Education, 128(4), 570–578.
Haan, M. (2011). The reconstruction of parenting after migration: A perspective from cultural translation. Human Development, 54, 376–399.
Hagan, J., MacMillan, R., & Wheaton, B. (1996). New kid in town: Social capital and the life course effects of family migration in children. American Sociological Review, 61, 368–385.
Henderson, A. T. & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
Hill, N. E., & Chao, R. K. (2009). Families, schools, and the adolescent: Connecting research, policy, and practice. New York: Teachers College Press.
Hill, E. N., & Tyson, F. D. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 3, 740–763.
Hoover-Dempsey, K., & Sandler, H. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42.
Jeynes, W. (2003). A meta-analysis: the effects of parental involvement on minority children’s academic achievement. Education & Urban Society, 35(2), 202–218.
Jeynes, W. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237–269.
Kao, G., & Tienda, M. (1998). Educational aspirations of minority youth. American Journal of Education, 106, 349–384.
Kim, S., & Fong, V. L. (2013). How parents help children with homework in China: Narratives across the life span. Asia Pacific Education Review, 14, 581–592.
Kim, H., & Hoppe-Graff, S. (2001). Mothers roles in traditional and modern korean families:The consequences for parental practices and adolescent socialization. Asia Pacific Education Review, 2(1), 85–93. Retrieved from https://search.proquest.com/docview/62253469?accountid=14548.
Le Vine, R. A. (1977). Child rearing as cultural adaptation. In P. H. Leiderman, S. R. Tullkin, & A. Rosenfield (Eds.), Cultural and Infancy (pp. 15–27). New York: Academic Press.
Louie, V. (2001). Parents’ aspirations and investment: The role of social class in educational experiences of 1.5-and second-generation Chinese Americans. Harvard Educational Review, 71(3), 438.
Luo, F., & Zhang, Y. (2017). Probing the SES-achievement connection in the fast-changing society of china: A comparison of urban, rural, and migrant students. Asia Pacific Education Review, 18(1), 101–113. doi:10.1007/s12564-017-9472-y.
Murphy, R. (2014). Study and school in the lives of children in migrant families: A view from rural Jiangxi, China. Development and Change, 45(1), 29–51.
National Bureau of Statistics. (2014). China statistics yearbook. Beijing: National Bureau of Statistics.
Ogbu, J. U. (1995). Cultural problems in minority education: Their interpretations and consequences. Part two: Case studies. Urban Review, 27, 189–205.
Pong, M. (2015). Educating the children of migrant workers in Beijing: Migration, education and policy in urban China. Abingdon: Routledge.
Schreier, M. (2012). Qualitative content analysis in practice. Thousand Oaks, CA: Sage.
Shin, H., Lee, J., Kim, B., & Lee, S. M. (2012). Students’ perceptions of parental bonding styles and their academic burnout. Asia Pacific Education Review, 13(3), 509–517. doi:10.1007/s12564-012-9218-9.
Wang, C. Y. (2014). In search of the Confucian family: Interviews with parents and their middle school children in Guangzhou, China. Journal of Adolescent Research, 29(6), 765–782.
Wang, L. (2016). Local adaptation of central policies: The policymaking and implementation of compulsory education for migrant children in china. Asia Pacific Education Review, 17(1), 25–39. doi:10.1007/s12564-015-9408-3.
Way, N., Okazaki, S., Zhao, J., Kim, J. J., Chen, X., Yoshikawa, H., et al. (2013). Social and emotional parenting: Mothering in a changing Chinese society. Asian American Journal of Psychology, 4(1), 61–70.
Wenzhou News. (2009). Children of migrant workers in Wenzhou. Retrieved from http://news.66wz.com/wenzhou/.
Woronov, T. E. (2009). Migrant children and migrant schooling: Polices, problems and possibilities. In R. Murphy (Ed.), Labor migration and social development in contemporary China (pp. 96–114). Abingdon: Routledge.
Wu, Q. (2014). Effects of social capital in multiple contexts on the psychosocial adjustment of Chinese migrant children. Youth & Society, 0044118X14530133.
Xu, H., & Xie, Y (2013). The causal effect of rural to urban migration on children’s wellbeing in China. Population Studies Center Research Report. 13, 798. Retrieved from http://www.psc.isr.umich.edu/pubs/pdf/rr13-798.pdf.
Yuan, X., Fang, X., Liu, Y., Hou, S., & Lin, X. (2013). Development of urban adaptation and social identity of migrant children in China: A longitudinal study. International Journal of Intercultural Relations, 37(3), 354–365.
Author information
Authors and Affiliations
Corresponding author
Appendix
Appendix
Sample interview questions with students
-
In your family, who is the primary caregiver?
-
Do any of your parents help with your study? Any examples?
-
How do your parents provide you with school-related support?
-
What are the specific strategies that your parents used to support your learning?
-
Do you think these strategies are effective? Why?
-
How do you feel when your parents were not able to provide support?
-
Do you experience family conflict?
-
How do you usually deal with family conflict?
Rights and permissions
About this article
Cite this article
Fang, L., Sun, R.C.F. & Yuen, M. “Be useful to society”: parental academic involvement in rural to urban migrant children’s education in China. Asia Pacific Educ. Rev. 18, 361–371 (2017). https://doi.org/10.1007/s12564-017-9491-8
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12564-017-9491-8