Rural Migrant Children in Urban Schools

这项研究考察了从农村向城市的移徙在城市地区产生和维持新形式的教育隔离的过程。该项目突出了当城乡差距被引入城市学校时，城市学校是否以及如何加剧了教育不平等。更广泛地说，该项目利用中国的案例，为西方关于教育隔离的理论提供了见解，这些理论是在学校隔离已经很好的情况下发展起来的。自20世纪80年代中期以来，中国见证了越来越多的农村人口涌入城市，从事制造业和服务业的工作。这次迁移首先是暂时的，孩子们留在家里去农村学校上学。最近，农民工永久地搬到了城市，许多人带着他们的孩子一起来了。然而，由于将流动学生的受教育权与农村家庭联系在一起的法律，农村流动人口的子女接受城市公共教育的机会有限。PI假设，新形式的教育隔离正在出现，这是大量农村流动儿童涌入城市教育系统的结果。为了了解城市学校这种新出现的教育隔离的原因、过程和后果，需要系统和纵向的数据，并对这些数据进行严格的分析。该项目将加强即将到来的具有全国代表性的中国七年级学生调查，随着时间的推移，他们将被跟踪调查，中国教育小组研究(CEPS)。数据将从80所主要服务于农村流动儿童的城市学校的6400名七年级学生的补充样本中收集。此外，CEPS核心问卷还将增加一组关于农村流动人口子女在城市学校上学过程的调查问题。使用扩大后的CEPS的数据，调查人员将记录和解释农村流动儿童接受城市教育的程度有限，以及教师和同龄人如何对待他们与城市学生不同。这些考试将为新形式的教育隔离是否以及如何出现以及如何持续，以及农村流动儿童是否被边缘化提供证据。广泛影响本项目的数据收集是有效的，因为它依靠即将到来的全国学生纵向调查，受益于其抽样设计、实地准备、固定成本和全面的核心内容。该项目将通过增加80所学校6400名学生的样本，对数据和研究基础设施做出重大贡献。因此，该项目向美国研究界提供了830所学校总计66,400名学生的数据。在项目期间，美国研究生和本科生将接受培训，使用西方文献中的理论和方法工具来研究《中国》中的教育不平等。

The study examines the process by which rural-to-urban migration generates and sustains new forms of education segregation in urban areas. The project highlights whether and how urban schools exacerbate educational inequality when the rural-urban divide is brought into urban schools. More generally, the project uses the Chinese case to provide insights to inform Western theories on education segregation, which were developed when school segregation was already well in place. Since the mid-1980s China has seen increasing influx of rural people to cities for manufacturing and service jobs. This migration was first temporary and the children remained at home to go to rural schools. More recently, migrants have moved to cities permanently and many have brought their children along. However, children of rural migrants have limited access to urban public education because of the law linking migrant students' educational right to their rural home. The PI hypothesizes that new forms of educational segregation are emerging as a consequence of the large influx of rural migrant children into the urban education system. To learn about the causes, processes and consequences of this emergent education segregation in urban schools, systematic and longitudinal data and a rigorous analysis of these data are needed. The project will augment an upcoming nationally representative survey of Chinese 7th graders who will be followed over time, the Chinese Education Panel Studies (CEPS). Data will be collected from a supplemental sample of 6,400 seventh graders in 80 urban schools that primarily serve rural migrant children. In addition, a set of survey questions will be added to the CEPS core questionnaire regarding rural migrant children's school process in urban schools. Using the data from the augmented CEPS, investigators will document and explain the extent to which rural migrant children's access to urban education is limited and how teachers and peers treat them differently from urban students. These examinations will provide evidence for whether and how new forms of education segregation emerge and are sustained and rural migrant children are marginalized.Broader ImpactsThis project's data collection is efficient as it piggybacks on an upcoming national, longitudinal survey of students, benefiting from its sampling design, field preparation, fixed costs, and comprehensive core contents. The project will make a significant contribution to data and research infrastructure by adding a sample of 6,400 students in 80 schools. As a result, the project makes access to data on a total of 66,400 students in 830 schools to the U.S. research community. During the project duration U.S. graduate and undergraduate students will be trained to use theoretical and methodological tools from the Western literature to study educational inequality in China.