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| 1 |
ID:
145585
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| Summary/Abstract |
China's rapid development and urbanization have induced large numbers of rural residents to migrate from their homes in the countryside to urban areas in search of higher wages. It is estimated that there are more than 60 million “left-behind children” (LBC) remaining in the countryside after their parents migrate, typically living with surrogate caregivers. Extensive research has focused on the impact of parental out-migration on children's mental health, but less attention has been paid to the effects of parental return-migration. The present paper examines the changes in mental health before and after the parents of fourth and fifth grade students out-migrate or return-migrate. We draw on a panel dataset collected by the authors of more than 19000 students from 252 rural primary schools in northwestern China. Using DID and propensity score matching approaches, our results indicate that parental out-migration has a significant negative impact on the mental health of LBC, as they tend to exhibit higher levels of anxiety and lower levels of self-esteem. However, we find that parental return-migration has no significant effect on the mental health of LBC.
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| 2 |
ID:
187870
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| Summary/Abstract |
This study investigates the relationship between caregivers' internal or external parental locus of control (PLOC) orientation and child development outcomes. We surveyed 995 children under age 3 and their primary caregivers in a rural study site in Western China. The empirical results show that a more internal PLOC orientation is reflected in higher levels of intergenerational investment in a stimulating home environment and improved child development outcomes. Grandparent caregivers have, on average, a more external PLOC orientation than do parent caregivers, which is associated with reduced engagement in interactive caregiver-child activities. This study provides evidence that PLOC orientation plays an important role in intergenerational human capital investment and early child development in non-Western, low-to-middle income settings.
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| 3 |
ID:
169111
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| Summary/Abstract |
This paper describes the current level of human capital in China and seeks to identify a number of education-related challenges that may slow down the nation’s economy from transitioning to high-income status. Relying on recent census-based data from OECD for the rest of the world and using data from the 2015 Micro-Census for China, the authors show that the low levels of education of China’s labour force is really a problem that has its roots in the past (in the 1970s, 1980s, and 1990s). In recent years (since 2000), China has been investing heavily in education as shown by the increasing the share of youth, including rural youth, attending high school. Despite this recent effort to raise the nation’s human capital, the education system still faces several challenges in trying to provide high-quality education for all youth. First, the government must figure out a way to overcome the relatively low rates of participation in high school by rural students. Second, there is concern that many vocational schools, especially those in rural areas, cannot deliver quality education. Finally, the paper will show that many rural students may be unprepared due to poor early childhood development outcomes.
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