Family and Parent Correlates of Educational Achievement

Migrant Children in China

Dados Bibliográficos

ID12916639
AutoresJing Guo (0000-0001-8085-0117, University of Hawaiʻi at Mānoa, autor correspondente)
Ano2011
Volume5
Fascículo2
Páginas123-137
Data de publicação2011-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoAsian Social Work and Policy Review (JOURNAL)
Identificadores do periódicoISSN: 1753-1403 • E-ISSN: 1753-1411
EditoraWiley (PUBLISHER • GB)
DOI10.1111/j.1753-1411.2011.00054.x
OpenAlexW1930981942
IdiomaEN
Citações recebidas14
Referências citadas25

Analyzing data drawn from the Beijing Migrant Children Compulsory Education Survey (BMCCES), this study examines the impact of child, family and parent factors on migrant Chinese children’s performance in math. The central questions address the differences between the performance of migrant and non-migrant children in Beijing, the family and parent correlates of education achievement, such as household income and parent education, the impact of social capital based on family relations, norms and interactions, such as educational expectation and parental involvement, and how the results compare to findings in the US literature. The results show some similarities and differences between the family-related factors that impact achievement in the US and China

Academic achievement · Beijing · China · Chinese society · Demographic economics · Developmental psychology · Economic growth · Economics · Human capital · Political science · Social capital · Social science · Sociology · Survey data collection · Global Educational Reforms and Inequalities · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology