新生代农民工随迁子女教育问题新探

新生代农民工随迁子女教育面临着教育机会不平等、教育过程不平等、教育结果不平等这样一些问题。其产生原因主要有二元户籍制度屏障、法律制度不完善、外部因素的制约等。解决新生代农民工随迁子女教育问题的对策是改革教育制度、落实平等原则,完善法律法规、进行制度创新,大力发展经济、提供物质支撑。     

随迁农民工子女的升学困境及应对措施

随迁农民工子女在实际升学过程中不得不面对各种人为设置的"门槛",陷入难以克服的升学困境。其面临困境的根源在于基于户籍制度的升学考试体制的不公正,而教育资源不足及配置方式不合理是主要原因,农民工家庭所处的弱势地位则是重要原因。要解决随迁农民工子女在流入地升学的问题,必须做到:改革升学考试制度,建立公平的教育规则;树立公平发展理念,合理配置教育资源;明确责任,切实贯彻落实和进一步完善随迁农民工子女的升学政策。     

教育公平视野下的农民工子女教育

农民工是我国改革开放和工业化、城镇化进程中涌现的一支新型劳动大军。农民工子女与城里的同龄儿童相比面临着教育不公平的巨大难题。农民工子女教育问题,不是孤立的教育问题,是社会发展中、我国经济体制转型过程中出现的问题,在今后相当长的阶段中将普遍存在,这一问题的解决必须依靠整个社会的共同努力。     

教育公平视野下的农民工子女教育

农民工是我国改革开放和工业化、城镇化进程中涌现的一支新型劳动大军。农民工子女与城里的同龄儿童相比面临着教育不公平的巨大难题。农民工子女教育问题,不是孤立的教育问题,是社会发展中、我国经济体制转型过程中出现的问题,在今后相当长的阶段中将普遍存在,这一问题的解决必须依靠整个社会的共同努力。     

农民工子女教育的边缘化:一个资本分析的视角

越来越多的农民工由过去分散的"单身外出"流动方式逐渐转变为"举家迁徙"的流动方式.然而,城市教育资源对农民工子女的各种排斥,使农民工子女的基本受教育权利在很大程度上受到了剥夺.研究结果表明:农民工先天处于城市的边缘地位,绝大部分城市农民工家庭的经济资本、文化资本和社会资本基本上处于贫乏状态,导致其子女在教育机会、教育环境和教育过程中的人际关系等方面不同程度地遭遇了边缘化的危机.要走出农民工子女教育的"边缘化"困境,就必须做到:(1)从制度设计上实现由"边缘化"到"城市化"的根本性转换,从根本上改革户籍制度;(2)降低农民工子女教育成本;(3)提升农民工家庭的资本含量,缩小其与城市之间的鸿沟.     

新时期进城务工人员子女教育歧视现象透视——以瑞安市为例

自1996年以来,国家颁发了一系列政策指导地方各级政府解决进城务工人员子女就学问题,推进教育公平。当前进城务工人员子女人学机会公平基本实现,但是,由于各种复杂的原因,教育歧视现象仍然普遍存在,阻碍了教育公平的有效推进。瑞安市是温州模式的主要发祥地之一,发达的民营经济吸引了大量的省内外务工人员前来就业,进城务工人员子女的教育问题具有典型性。为此,本文以瑞安市为例探讨新时期进城务工人员子女教育歧视现象、原因及对策。     

新时期进城务工人员子女教育歧视现象透视——以瑞安市为例

自1996年以来,国家颁发了一系列政策指导地方各级政府解决进城务工人员子女就学问题,推进教育公平。当前进城务工人员子女入学机会公平基本实现,但是,由于各种复杂的原因,教育歧视现象仍然普遍存在,阻碍了教育公平的有效推进。瑞安市是温州模式的主要发祥地之一,发达的民营经济吸引了大量的省内外务工人员前来就业,进城务工人员子女的教育问题具有典型性。为此,本文以瑞安市为例探讨新时期进城务工人员子女教育歧视现象、原因及对策。     

农民工子女教育不公现象的社会失范论分析

受教育是每个公民的基本权利,农民工子女作为我国公民应当享有受教育的公平权利。而现阶段我国正处于社会转型时期,对农民工子女教育没有形成甚至是根本缺失一套稳定的制度规范体系加以保障,各种社会控制手段起不到应有的作用,再由于国内各界目前对整个农民工群体已经形成了一种社会性的歧视,致使农民工子女教育无论在制度上还是在社会观念层面都遭遇严重不公。     

农民工随迁子女受教育权保护的法律生成与实施

农民工子女教育问题从一般的社会问题上升到政策问题,体现了政府对这一问题重视程度上的转变.伴随"两为主"政策的合法化,农民工子女受教育权进一步由"法定权利"向"现实权利"迈进.但是新秩序不会随着法律的生成而立即形成,当前农民工子女的受教育权受到输入地户籍、资源以及市民心理排斥的限制.为此,建议行政机关应切实履行维护教育公平的义务,强调法律责任的过程监督,营造有利于农民工子女社会认同的社会舆论,同时根据输入地的客观条件制定灵活有效的政策作为法律保障的补充.     

新时期农民工子女的教育问题研究

进入21世纪以来,农民工子女的教育问题日益凸现出来,它已经引起了整个社会的高度关注。这一问题主要涉及到农村留守儿童的教育和农民工随迁子女的教育两个方面。只有从多维的视角对此进行科学的分析,才有可能得出有效解决问题的可行性对策。     

学校社会工作介入农民工子弟学校的价值分析

农民工子弟学校是城市化流动加速背景下产生的特殊教育机构。学校社会工作介入农民工子弟学校不仅对于农民工子弟学校，而且对于拓展社会工作都具有重要的现实意义。其具体价值体现为：优化心理素质，促进学生正常心理的健康发展；增强学生对城市的认同感，促进其亲社会行为的发展；密切联系家庭，改善家庭教育效果；提高学生的学习动机与学习积极性；影响教师的教育理念，加强教师与学生的沟通；实现教育公平、构建和谐社会；促进社会工作的社会认可度。     

城市化进程中流动人口随迁子女义务教育问题研究——以北京市城乡结合部城市化改造为例

本文以2010年以来北京市城乡结合部50个重点村城市化改造为例,对城市化改造中流动人口子女义务教育问题进行研究。频繁的城市化改造对流动人口子女义务教育产生的影响不能小觑。解决流动人口子女义务教育问题需要"解放思想,实事求是":应随城市化进程中流动人口的迁徙就近改建、扩建、新建流动人口子女学校,扩建、新建的学校都应有可移动性和非营利性特点;对城区学校空余或增扩的学位,实行积分制梯级入学办法;建立适应流动人口子女义务教育需要的财政统筹支付体系。     

Empowering migrant domestic helpers through financial education

The provision of financial education for migrant domestic helpers is an important service that could enhance their financial well‐being and the well‐being of their families. However, in that migrant domestic helpers are often excluded from protection in the host country, such services are few and empirical research in this area is rare. In this article, we report the findings of an evaluation study on a financial literacy education programme provided by a Hong Kong organisation serving Filipina and Indonesian migrant domestic workers. Using a quasi‐experimental design, we confirmed the effectiveness of the programme. Participants who attended the programme developed improved financial knowledge and behaviour. Their general self‐efficacy and financial self‐efficacy were also enhanced. Key Practitioner Message: ? Migrant domestic helpers’ financial well‐being is enhanced through intensive financial education in financial knowledge and behaviour; ? Migrant domestic helpers’ self‐efficacy is strengthened through peer discussion of financial education; ? Effective services for migrant workers in the host country need to be in the migrants’ native language and be culturally sensitive.     

教育差异对农民外出务工行为的影响

农村富余劳动力转移是我国工业化、城镇化发展的必然趋势,加强农村教育和农民工培训是促进农村劳动力有序转移的重要途径。课题组在问卷调查的基础上,分析了教育差异对外出务工动机、途径、行业、回流和收入的影响,认为教育是农民外出务工行为的重要影响因素,但与收入的相关关系不显著。根据问卷调查结果,最后提出了若干加强农民工培训、提高培训质量的建议。     

Better educational inclusion of migrant children in urban schools? Exploring the influences of the population control policy in large Chinese cities

The educational inclusion of rural–urban migrant children in Chinese urban schools has been promoted in the past decades. This paper provides a contextualized interpretation of recent policy developments governing large Chinese cities and evaluates its impact upon the status of migrant children's education. Drawing on data collected from 1,331 migrant children in urban inclusive schools, this study compared current migrant children's family backgrounds and psychological sense of belonging at school in relation to educational outcomes at the primary education level. Results showed that migrant children's socioeconomic status (SES) levels were slightly higher than their counterparts in inclusive schools and a salient SES stratification of migrant students was found. This correlates with students’ reports of fewer incidences of discrimination than hypothesized. Furthermore, capital in migrant families was positively associated with the psychological sense of belonging and academic achievement. These results reveal a significant change to migrant students’ SES as a result of the recent population control policy pertaining to China's large cities since 2014. Implications for research and educational practice, especially with at‐risk migrant students of low‐SES, are discussed.     

Educational success for children in public care: advice from a group of high achievers

ABSTRACT Research over the past 20 years has consistently shown that children in public care fall behind at school, seldom achieve good qualifications, and are much less likely than their peers to go on to further or higher education. However, a small minority of looked‐after children do well academically. This paper examines the opinions of 38 high‐achieving young people who spent at least a year in residential or foster care on what they think are the best ways to enhance the educational experience of looked‐after children. An evaluation of four key questions from a semistructured interview highlighted the importance of foster carers, residential workers, social workers and teachers in providing support and encouragement for academic achievement. On the other hand, many of these individuals emphasized their dislike of being ‘singled out’ by the teacher. A third of the participants believed that negative stereotypes and low expectations of children in care among professionals and care providers were major obstacles to their educational success. Over half the sample reported that in many children’s homes basic necessities such as books, a desk and a quiet place to do homework were lacking. In addition their opportunity to engage in outside interests and hobbies was severely limited. By contrast, for these individuals foster care had provided better opportunities. On entering higher education the majority of the participants had faced severe problems. They stressed the need for continuing financial support and adequate year‐round accommodation, because, unlike most students, these care leavers usually have no parental home to return to during university vacations. A third of participants also felt a strong desire for a ‘guardian angel’ to support and encourage them during their time at university. The paper concludes that the views of these thoughtful and resilient individuals should be taken very seriously and translated into improvements in policy and practice. Official guidance now highlights the importance of education for looked‐after children, but changing attitudes and priorities at ground level presents a major challenge.     

市民化对新生代农民工犯罪的抑制效应分析

城镇化进程中,农民工犯罪活动增多趋势应该引起足够重视。农民工市民化进程缓慢、市民化程度低是导致部分社会成员犯罪的重要影响因素。在对已有研究成果梳理荟萃的基础上,基于农民工市民化的价值论,探讨了市民化抑制新生代农民工犯罪的内在机理。为市民化创造文化和制度方面的有利条件、培养新生代农民工市民素质和市民化能力、提升市民化水平、推进市民化进程,将可以显著遏制农民工的违法犯罪行为。     

The Physical and Psychological Mechanisms of Educational Inequality and Intervention Strategies： The Case of Migrant Workers＇ Children＊

基于问卷调查、深入访谈、参与观察和现场实验等多元方法，发现农民工子女教育不平等的两种社会心理机制：家庭中父母期望的自证预言效应和学校中遭遇的刻板印象威胁；而身体机制则体现为农民工子女的不良健康状况及其被贬低的行为习惯。针对教育不平等的身心机制，设计了提升农民工子女学业成就的两种简洁有效的干预策略，即传授智识增长论和建构多元评价体系。这两种干预策略能够有效提升农民工子女的学业成绩，改善其学业认同，并降低刻板印象威胁体验。期望干预策略也能改善新生代农民工的不利环境。