Lu Yao, Zhou Hao
Department of Sociology, Columbia University, 606 West 122nd Street, New York, NY 10027, Tel: 212 854 5442.
Comp Educ Rev. 2013 Feb 1;57(1):85-116. doi: 10.1086/667790.
China's rural-urban migration presents a significant educational challenge. This study uses theories of segmented assimilation and school segregation to measure the assimilation and well-being of migrant children who attend either Beijing's public schools or its informal migrant schools. Controling for other factors, we find poorer achievement and greater loneliness among migrant children who are isolated in migrant schools than similar migrant students enrolled in regular urban public schools. We show there is little difference in learning outcome or loneliness between urban native children and migrant children who attend public schools. We further discuss similarities and differences between the experiences of migrant children in China and immigrant children in the United States.
中国的城乡人口迁移带来了重大的教育挑战。本研究运用分段同化理论和学校隔离理论，来衡量在北京公立学校或非正规农民工子弟学校就读的农民工子女的同化情况和幸福程度。在控制其他因素的情况下，我们发现，与就读于城市正规公立学校的类似农民工学生相比，在农民工子弟学校就读而被隔离的农民工子女成绩更差，也更孤独。我们发现，城市本地儿童与就读于公立学校的农民工子女在学习成绩或孤独感方面几乎没有差异。我们进一步讨论了中国农民工子女与美国移民子女经历的异同。
