Rural Migrant Children in Urban Schools

农村流动儿童在城市学校就读

• 批准号: 1259530
• 负责人: Lingxin Hao
• 金额: $ 34.87万
• 依托单位: Johns Hopkins University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-04-01 至 2016-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1259530&HistoricalAwards=false
• 关键词: Rural; Migrant; Children; Urban; Schools

The study examines the process by which rural-to-urban migration generates and sustains new forms of education segregation in urban areas. The project highlights whether and how urban schools exacerbate educational inequality when the rural-urban divide is brought into urban schools. More generally, the project uses the Chinese case to provide insights to inform Western theories on education segregation, which were developed when school segregation was already well in place. Since the mid-1980s China has seen increasing influx of rural people to cities for manufacturing and service jobs. This migration was first temporary and the children remained at home to go to rural schools. More recently, migrants have moved to cities permanently and many have brought their children along. However, children of rural migrants have limited access to urban public education because of the law linking migrant students' educational right to their rural home. The PI hypothesizes that new forms of educational segregation are emerging as a consequence of the large influx of rural migrant children into the urban education system. To learn about the causes, processes and consequences of this emergent education segregation in urban schools, systematic and longitudinal data and a rigorous analysis of these data are needed. The project will augment an upcoming nationally representative survey of Chinese 7th graders who will be followed over time, the Chinese Education Panel Studies (CEPS). Data will be collected from a supplemental sample of 6,400 seventh graders in 80 urban schools that primarily serve rural migrant children. In addition, a set of survey questions will be added to the CEPS core questionnaire regarding rural migrant children's school process in urban schools. Using the data from the augmented CEPS, investigators will document and explain the extent to which rural migrant children's access to urban education is limited and how teachers and peers treat them differently from urban students. These examinations will provide evidence for whether and how new forms of education segregation emerge and are sustained and rural migrant children are marginalized.Broader ImpactsThis project's data collection is efficient as it piggybacks on an upcoming national, longitudinal survey of students, benefiting from its sampling design, field preparation, fixed costs, and comprehensive core contents. The project will make a significant contribution to data and research infrastructure by adding a sample of 6,400 students in 80 schools. As a result, the project makes access to data on a total of 66,400 students in 830 schools to the U.S. research community. During the project duration U.S. graduate and undergraduate students will be trained to use theoretical and methodological tools from the Western literature to study educational inequality in China.

该研究考察了从农村到城市的移民在城市地区产生和维持新形式的教育隔离的过程。 该项目强调了当城乡差距被带入城市学校时，城市学校是否以及如何加剧教育不平等。 更广泛地说，该项目利用中国案例为西方关于教育隔离的理论提供见解，这些理论是在学校隔离已经很好实施时发展起来的。 自20世纪80年代中期以来，中国越来越多的农村人口涌入城市从事制造业和服务业工作。 这种迁移首先是暂时的，孩子们留在家里去农村学校上学。 最近，移民永久移居城市，许多人还带着孩子。 然而，由于法律将农民工学生的教育权与农村家庭挂钩，农民工子女接受城市公共教育的机会有限。 PI 假设，由于农村流动儿童大量涌入城市教育系统，新形式的教育隔离正在出现。要了解城市学校中这种新兴教育隔离的原因、过程和后果，需要系统的、纵向的数据以及对这些数据的严格分析。该项目将补充即将进行的针对中国七年级学生的全国代表性调查，即中国教育追踪研究（CEPS），该调查将随着时间的推移进行跟踪。 数据将从主要服务于农民工子女的 80 所城市学校的 6,400 名七年级学生的补充样本中收集。此外，CEPS核心调查问卷中还将增加一套关于农民工子女在城市学校就学过程的调查问题。 利用增强型 CEPS 的数据，调查人员将记录并解释农民工子女接受城市教育的机会受到多大程度的限制，以及教师和同龄人对待他们与城市学生的区别。 这些检查将为新形式的教育隔离是否以及如何出现和持续以及农村流动儿童被边缘化提供证据。 更广泛的影响该项目的数据收集非常有效，因为它依托即将进行的全国学生纵向调查，受益于其抽样设计、场地准备、固定成本、核心内容全面。 该项目将通过添加 80 所学校的 6,400 名学生样本，为数据和研究基础设施做出重大贡献。 因此，该项目向美国研究界提供了 830 所学校总共 66,400 名学生的数据。 在项目期间，美国研究生和本科生将接受培训，使用西方文献中的理论和方法工具来研究中国的教育不平等。