"Be Useful to Society": Parental Academic Involvement in Rural to Urban Migrant Children's Education in China

Autor/inn/en	Fang, Lue; Sun, Rachel C.; Yuen, Mantak
Titel	"Be Useful to Society": Parental Academic Involvement in Rural to Urban Migrant Children's Education in China
Quelle	In: Asia Pacific Education Review, 18 (2017) 3, S.361-371 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-017-9491-8
Schlagwörter	Foreign Countries; Parent Participation; Rural to Urban Migration; Migrant Children; High Achievement; Socialization; Parent Attitudes; Educational Attitudes; Parenting Styles; Cultural Context; Interviews; China + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Landflucht; Socialisation; Sozialisation; Elternverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Interviewing; Interviewtechnik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01