Comparative Study of Life Quality Between Migrant Children and Local Students in Small and Medium-Sized Cities in China

Every child deserves a fair chance in life. However, migrant children are at higher risk of developing mental health problems. The problem of migrant children who have left their hukou registration place for 6 months or longer with their parents from rural areas to cities in China has become a unique social issue in the social transformation of China. However, even up to this day, little is known about life satisfaction of migrant children in small and medium-sized cities. To investigate the current situation of migrant children’s life satisfaction, several scales including Chinese Adolescent Students’ Life Satisfaction Questionnaire, Social Economic Status Scale, Social Support Rating Scale and big five inventory were used to obtain data on 142 migrant children and 165 local primary school students. Results showed that migrant children’s life satisfaction was significantly lower when compared to local non-migrant students. The study also highlighted that subjective and objective support, utilization of support, conscientiousness and parent’s educational level were predictive factors of life satisfaction. Migrant children’ life satisfaction was not optimistic and social support was significantly influencing factors of migrant children’s life satisfaction, so they need a support system of government, school, community, family to help them through difficulties.     

Migration,Social Networks,and Child Health in Mexican Families

This paper examines the consequences of parental migratory strategies for children in three types of Mexican families: those living with their migrant parents in the United States, those living with parents who migrated and returned to Mexico, and those living in Mexico with parents who have never migrated. Using data on 804 children from the Health and Migration Survey (HMS), we found significant differences in children's health across the three types of families. Results also revealed robust effects on child health of the size of immediate and extended social networks and migration experience after controlling for potential mediators such as mother's general health, receipt of social support, and child's age and sex. Findings suggest that social networks and migration affect children in complex ways, offering health benefits to those with migrant parents in U.S. households but not to those living with parents who migrated in the past and returned to Mexico.     

Making something of the sacrifice: gender,migration and Mexican children's educational aspirations

Transnational families often use international migration as a strategy not only for survival, but also for social mobility. Migrant parents hope their sacrifices via migration will translate into educational benefits for non‐migrant children. In this article, we use mixed methods to explore the success of parents' efforts by considering the relationship between gender, family migration patterns and the educational aspirations of children in the Mixteca region of Mexico. Analysis of surveys collected from 1273 students show that mothers' migrations affect children's educational goals in different ways depending on whether they migrate alone or with their husbands. Fathers' lone migrations have no significant impact on children's educational aspirations. Interviews with 51 children of migrants suggest that children of unmarried migrant mothers are motivated academically because they invest in their mothers' migrations as a sacrifice, whereas the emotional consequences of parental absences lower the educational aspirations of children with both parents in the USA.     

Explaining Native‐Migrant Differences in Parental Knowledge about the German Educational System

To make sound educational decisions, students and their parents have to be informed about the way the educational system works. Such knowledge, however, tends to vary across social groups. This study investigates the differences in education‐related knowledge between native and migrant mothers in the German context. Empirical analyses based on a sample of native German mothers and mothers from Turkey or the former Soviet Union (N = 2076) indicate that migrant mothers know less about the German educational system than their native counterparts. An investigation of the potential sources of these knowledge gaps shows that migrants’ weaker socio‐economic status explains a substantial part of their lower level of knowledge, particularly among families of Turkish origin. Furthermore, migrants’ less profitable social network composition and lower levels of German language skills contribute to their information deficits. Based on these empirical results, the study considers opportunities for improving the knowledge base of migrant parents.     

Maternal Employment in Childhood and Adults’ Retrospective Reports of Parenting Practices

Do adults’ perceptions of their mothers’ and fathers’ parenting practices in childhood vary by their mothers’ employment status? Among adults in the Survey of Midlife Development in United States who lived with 2 biological parents until the age of 16 years (N = 2,246), those who had employed mothers during most or all of their childhood reported less support and less discipline from both parents than those who had stay‐at‐home mothers. Sons but not daughters who had employed mothers reported more verbal or physical assaults by both parents than their counterparts who had homemaker mothers. Despite greater social acceptance of maternal employment among younger Americans, cohort differences were not evident. These findings underscore the significance of mothers’ economic roles in influencing offspring’s perceptions of family dynamics.     

Rethinking Migrant Families from a Transnational Perspective: Experiences of Parents and Their Children

This article provides an overview of existing studies which take a transnational approach to examining the experiences of migrant parents and their children. In this article, I examine (1) how migrant parents who settle in host societies seek to raise the next generation transnationally, (2) how the children of migrants respond to being raised in a transnational social field, (3) how migrant parents manage relationships with their children who remain in their homeland, and (4) how children left behind think and feel about growing up without the company of one or both of their parent(s). By analyzing how various cross‐border connections are sustained and negotiated in these different types of migrant families, this article highlights the various transnational forces that operate in different types of migrant households.     

Supporting Primary School Children’s learning in Digital Spaces at Home: Migrant Parents’ Perspectives and Practices

Using a sociocultural perspective and a case study design, this research examined how three migrant parents in Australia viewed and supported children’s learning in digital spaces and the reasons behind these perspectives and practices. The study found that the participating parents mainly valued and actively supported technology‐based mechanical learning of print‐based literacy and numeracy basics and disregarded the development of digital literacies. The participants’ views and practices were shaped by their desire for children’s social mobility, driven by their migration status and high educational levels, and further reinforced by their interpretations of what was valued in the Australian education system.     

Bringing the border to baby: birth registration as bordering practice for migrant women’s children

ABSTRACT

Babies born ‘out of place’ to migrant mothers pose a challenge to states seeking to restrict access to migration and citizenship. In places as diverse as Texas, Tel Aviv, and Santo Domingo, policymakers have been modifying administrative requirements to limit access to birth certificates for babies born to migrant women with temporary or irregular status as a measure aimed at discouraging their permanent settlement. This raises concerns regarding the gendered ways in which women can be controlled via their reproductive lives when childbirth is made a juncture of migration enforcement, and children’s right to an identity and a nationality violated as a result. Rights advocates are pushing back against this practice using existing human rights frameworks. This article provides an overview of what birth registration as a bordering practice looks like so that scholars, policymakers, and practitioners around the world can recognise and resist it. It focuses on the case of the Dominican Republic’s denial of birth certificates for people of Haitian descent, and an action-research project aiming to facilitate access to the Dominican civil registry for children of mixed couples (migrant mother and Dominican father). It concludes by highlighting the implications for the babies born ‘in between’ – who are at risk of statelessness and other rights violations – and pointing to international frameworks for upholding children’s right to a nationality.     

Intergenerational Exchange Between Parents and Migrant and Nonmigrant Sons in Rural China

This investigation examined whether intergenerational exchanges of time and money resources between older parents and their adult sons in rural China were conditioned on sons' migration status. Data derived from 2001 and 2003 waves of a longitudinal study of 1,126 parents, aged 60 and older, living in rural areas of Anhui Province, China, and their 2,724 adult sons. Random‐effects regression analysis showed that marginal financial returns to parents of providing grandchild care services and financial assistance were greater from migrant sons than from nonmigrant sons. We explain these results in terms of strategic investments in the earning potential of migrant sons and the bargaining power wielded by grandparents who care for dependent children of migrants.     

Children and Power in Mexican Transnational Families

Today, many families find that they are unable to fulfill the goal of maintaining a household by living together under the same roof. Some members migrate internationally. This article addresses the consequences of a transnational lifestyle for children who are left behind by migrant parents. Using ethnographic fieldwork and interviews with a total of 141 members of Mexican transnational families, I explore how children who are left behind react to parents’ migrations. I focus on how Mexican children manifest the competing pressures they feel surrounding parents’ migrations and consequently shape family migration patterns. The article shows that children may experience power, albeit in different ways at different ages, while simultaneously being disadvantaged as dependents and in terms of their families’ socioeconomic status.     

Child,Mother, Father,and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents

Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents’ and teachers’ beliefs about child competence influence child academic performance. We assessed mothers’, fathers’, teachers’, and children's beliefs about European American children's (N = 189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18 years. Confirmatory factor models demonstrated that children's and teachers’ beliefs had lower loadings on a latent variable of child competence in math and reading than mothers’ beliefs. Children's self‐competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers’, fathers’, and teachers’ assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents.     

Migrant children in the German kindergarten: data,problems, and pedagogical models

The integration of migrant children into German society is a controversial pedagogical task for educational institutions. An important part of this task is assigned to the kindergarten, since the early learning of social values and norms increases the chance of integration. The increasing number of migrant children in kindergartens has confronted teachers with new problems and changed tasks. In the 1980s, almost all kindergartens have migrant children enrolled in them; in some urban areas, there are kindergartens with 50% or more migrant children students. Some migrant children confront the use, or the continous use, of the German language for the 1st time in kindergarten. A secondary danger is abandoning a child with incomplete knowledge and inadequate German. These children will encounter new language problems in school. Although very little information is available on migrant parents' opinions of kindergartens, the limited data available indicate that parents generally respond favorably, although they fear alienation from their children. The migrant parents expect the kindergartens to teach their children German. The German kindergarten will not and cannot prepare children for life in their home country, even if it is kindly disposed towards a multitude of cultures. The kindergarten is only able to prepare children for life in Germany. Migrant children have special problems with bilingualism and cultural distance. Migrant children do not "cause" problems. Rather they offer an occasion to reflect on the work of the kindergarten and to include new and different experiences.     

Intergenerational effects of further vocational training in Germany

ABSTRACT

This article analyses the influence of unemployed parents’ further vocational training on their children’s future apprenticeship and employment opportunities. We focus on households receiving means-tested benefits in Germany and investigate whether parents’ further vocational training helps avoid an intergenerational transmission of unemployment. Parents’ further vocational training can affect children’s future apprenticeship and employment opportunities directly, for instance by raising the value attributed to education and training within the family. Indirect effects via parents’ improved employment opportunities are possible as well. The sample consists of adolescents who were 14–17 years old when their parents participated in a further vocational training programme. We evaluate apprenticeship and employment outcomes for the young adults at ages 17–23 using entropy balancing methods on the basis of rich large-scale register data. Our findings indicate significantly positive effects of parents’ further vocational training on children’s apprenticeship enrolment but non-significant or negative effects on children’s regular employment at young ages. Moreover, mediation analysis gives evidence that these effects are partly mediated via an increase in parents’ own employment opportunities. Overall, our analyses indicate that parents’ further vocational training improves the qualifications of the next generation as well.     

The effect of parental labor migration on children��s educational progress in rural china

Due to China’s restrictive household registration system and increasing educational costs tens of millions of internal labor migrants have difficulty enrolling their children in urban schools. As a result, many children are left behind in rural areas when their parents seek urban employment. Using data from two provinces in northeastern China we find that parental labor migration is associated with a .7 grade-level lag in educational attainment among girls. Given that our models control for educational costs and total consumption expenditure, we interpret this as resulting from a re-allocation of girls’ time towards home production in migrant households.     

Migrant Children,Social Capital and Access to Services Post‐Migration: Transitions,Negotiations and Complex Agencies

For migrant children, moving to a new country is marked by excitement, anxiety and practical challenges in managing this significant transition. This paper draws upon the concepts of social capital and social networks to examine migrant children's access to services post‐migration. Using data from a qualitative study with Eastern European families in Scotland, we identify a range of cumulative barriers that limit children's access to services and illustrate how their experiences are shaped by ethnicity, social class and place. The study shows that migrant children are often disadvantaged post‐migration and develop their own mechanisms to mitigate the impact of migration on their lives. We argue that migrant children's own social networks are relevant and they need to be analysed through a more individualised approach.     

Profitieren Kinder mit Migrationshintergrund von pädagogischen Fachkräften mit Migrationshintergrund?Do migrant children benefit from migrant teachers?

This paper tests the assumption that a stronger presence of migrant teachers in preschool can help to reduce ethnic disadvantages and contribute to more equality of opportunity. To this end, migrant children who are taught by teachers with a migration background are compared to those who are confronted with only autochthonous teachers in their day-care centre. The outcome variables include competencies in German language, mathematics, science, as well as social competencies of the children. In addition, the study investigates the contact frequency of migrant parents with the day care centre to test whether contact is enhanced in centres which employ migrant teachers. Contrary to expectations, propensity score matching analyses based on the Kindergarten cohort of the German National Educational Panel Study (NEPS) show that migrant children do not achieve higher competencies when being taught by migrant teachers. Similarly, contact to migrant parents is not improved. More teachers with a migration background will hardly reduce ethnic disadvantages in educational outcomes.     

Kinship Care and Transnational Parenting: The Intersection of Cultural Values and Practices

This study uses ethnographic research to examine the phenomenon of transnational parenting by migrant mothers from the African Caribbean community and their family who care for the mothers’ children. Twenty women’s narratives demonstrate the complexity of relationships between migrant mothers living and working in New York City and their extended family or kinship caretakers who coparent their children in their countries of origin. The study reveals three main factors that contribute to the success of transnational parenting: (1) informal kinship care-child fostering, (2) remittances, and (3) social networks. Policy and practice implications are explored.     

Disability,caregiving and interpellation: migrant and non‐migrant families of children with disabilities in urban Australia

The process of interpellation (and its opposite, misinterpellation) is taken as a metaphor for understanding the lived experience of personal difference. This research focuses on two interpellative experiences: disability and migrant status. Parents of children with moderate to profound intellectual disabilities were asked about their engagement with the community; their access to support programs; and their sense of well‐being. Responses were divided between the non‐migrants (who were misinterpellated once) and migrants (who were misinterpellated twice). Were the migrant parents doubly isolated due to migrant status and carer status? What differences were there between migrant and non‐migrant responses to their parental experience? Although migrant parents were more negative about their children’s future, they rated themselves as equally happy and socially connected as non‐migrant parents.     

Geographic distance and intergenerational relationships in Chinese migrant families

ABSTRACT

This study examines the effect of adult Chinese migrants’ geographic distance from home on their intergenerational relationships with parents who remain behind. We compared monetary and family care support as well as emotional relationships among four parent-child groups: older adults and international migrant children, older adults and internal migrant children (who migrated to other cities in China), older adults and coresiding children, and older adults and local children (living in the same city as their parents). Data were derived from 332 older adults in Beijing, China, with at least one child who migrated to another country or city. Results from chi-square tests, anaylsis of variance (ANOVA) tests, and regression analyses indicate that international and internal migrant children maintain similar intergenerational relationships with their parents, and that both of those groups are less likely than coresiding and local children to have family care exchanges and emotionally close relationships with their parents. The results may help professionals develop supportive services and policies for older adults in migrant families.     

流动儿童的社会福利现状与发展策略

流动儿童是跟随农民工父母或其他监护人进入城市生活或学习的0-16岁农村户籍儿童。我国流动儿童的各项社会福利已取得显著进展,包括营养与健康、教育机会与教育质量、家庭与社会支持等。但是,流动儿童的社会福利水平仍有待提高,许多福利不平等问题亟待解决。为此,需建立新型的以“常住人口”为服务对象的管理模式,建立流动儿童登记管理制度,建立健全流动儿童社会福利工作协作机制等。