Parental support in education and social integration of migrant children in urban public schools in China

Hu, Bo ORCID: 0000-0002-5256-505X and Wu, Wenjie (2020) Parental support in education and social integration of migrant children in urban public schools in China. Cities, 106. ISSN 0264-2751

Text (Parental support and social integration) - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (262kB)

• Scopus publication
• Author

Abstract

This study investigates the impacts of rural-urban migrant parents' support in education on their children's social integration in urban public schools in China. The data come from a nationally representative sample of 1615 rural-urban migrant children collected in 2014. We identified great variations in migrant children's social integration in schools. Migrant children with a good study environment and strict parental supervision at home have a stronger sense of belonging to the school and heightened socialisation with urban peers. The impacts remain highly significant after student, family and school-level confounders and class and school-level unobserved heterogeneity are all controlled for in the analysis. However, there is no evidence to suggest that communication with teachers leads to better integration. Social integration of migrant children also varies by gender, academic competence and school composition. These findings inform the design of policy interventions.

Item Type:	Article
Official URL:	https://www.sciencedirect.com/journal/cities
Additional Information:	© 2020 Elsevier Ltd
Divisions:	Care Policy and Evaluation Centre
Subjects:	H Social Sciences > HQ The family. Marriage. Woman J Political Science > JV Colonies and colonization. Emigration and immigration. International migration H Social Sciences > HT Communities. Classes. Races
Date Deposited:	19 Aug 2020 14:00
Last Modified:	08 Nov 2024 06:21
URI:	http://eprints.lse.ac.uk/id/eprint/106195

Actions (login required)

View Item