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ID:
167070
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| Summary/Abstract |
In recent decades, China has transformed from a relatively egalitarian society to a highly unequal one. What are the implications of high levels of inequality for the lives of children? Drawing on two nationally representative datasets, the China Family Panel Studies and the China Education Panel Survey, we develop a comprehensive portrait of childhood inequality in post-reform China. Analyses reveal stark disparities between children from different socio-economic backgrounds in family environments and in welfare outcomes, including physical health, psychosocial health and educational performance. We argue that childhood inequality in China is driven not only by the deprivations of poverty but also by the advantages of affluence, as high socio-economic status children diverge from their middle and low socio-economic status counterparts on various family environment and child welfare measures.
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| 2 |
ID:
187898
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| Summary/Abstract |
The school shutdown due to the global pandemic of coronavirus disease 2019 (COVID-19) can lead to an increase in educational inequality through disproportionately affecting disadvantaged children. We use data from a unique survey of 7202 junior high school students and their parents from Shaanxi province to explore whether the school shutdown enlarged the educational gap between students with different parental socioeconomic statuses (SES) during the pandemic. We find that students with more highly educated parents experienced an increase in relative test rankings after the shutdown period. A 1-year increase in parents' education led to a relative 0.18-percentile increase in students' rankings of total test scores. We also identify the mechanisms behind the enlarged gap by means of heterogeneity analyses. We show that parents' education mainly affected children's academic performance through parents' engagement in their children's homeschooling, mitigating the negative impacts of Internet addiction on students, and serving as substitutes for teachers who were unable to teach well online.
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| 3 |
ID:
192978
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| Summary/Abstract |
This mixed-methods study is the first to explore the association between fee-charging private supplementary tutoring (PT) participation and access to higher education in Kazakhstan from the perspectives of Grade 11 students during the COVID-19 pandemic. Guided by the work of Entrich in 2018, a four-dimensional model of educational inequality in PT, this study found that the scale of PT had expanded during the pandemic, with 75.06% (623 out of 830) of participants engaged in PT, mainly to excel in the university entrance examinations and gain a state grant at their preferred university in Kazakhstan. Also, 73.8% of the students spent 40,000 tenge (US$88) or less on PT per month. Although participants’ families prioritized boys for providing PT services, most participants neither agreed nor disagreed that PT was a financial pressure on their families, probably because the majority attended group tutoring delivered at tutorial centres, and this mode of tutoring reduced the unit cost and gave them the attention they needed from their tutors. The 30 interviewees had positive attitudes towards PT, but some mentioned a few of its disadvantages, including the spread of less qualified, costly tutors due to the unregulated PT market in Kazakhstan. This study suggests pedagogical implications and areas for ongoing research.
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| 4 |
ID:
184032
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| Summary/Abstract |
This article offers a detailed study of China's large group of rural children affected by present-day internal labor migration. The author defines key lines of international studies on the effects of labor migration on the mental, physical, and psychological development of the children of migrant workers in China are identified. It is shown that the form of labor migration changing from individuals to couples, and then to entire families, has substantially altered the position of rural children, thus opening new areas of study. There are now more than 100 million children affected by the wave of rural migration in China. Of these, around 70 million continue to live in villages, while more than 35 million have followed their parents into cities. The age at which children move is often between six and 12, due to their entering different grades of public school and numerous aspects of urbanization in China. The considered group of children is neither homogeneous nor static, and a multifaceted approach is needed to study their environment. A number of problems encountered by two subgroups can be identified based on differences in the environments in which a child grows up.
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