Family Migration Context, Aspirations and Children's Schooling

项目二：项目总结 正规教育是经济上社会经济向上流动的一条日益重要的途径， 发展环境和提高教育水平是围绕人类发展改善人类发展的一个关键目标， 世界要实现这些目标，就需要注意学校教育的障碍， 教育机会可能会增加和繁荣。一个因素与经济和 发展和儿童教育是移民。从理论上讲，移民是一种机制， 发展中地区可能会看到更多的投资，并对家庭和原籍社区产生积极影响。 该项目的主要目标是：1）按年龄描述不同学校的入学率和自然减员模式， 生活在不同家庭移徙环境中的儿童的性别问题，2）评估 流动人口家庭子女的受教育愿望与其他家庭子女的受教育愿望不同， 同一社区内的家庭迁移背景，以及3）测试关于回报的竞争性假设 移民和儿童教育的结果。在整个项目中，我们将家庭概念化 移民背景不是移民与非移民的简单二分法;相反，我们认为移民的时间 家庭生活过程中的移徙、所进行的移徙类型以及移徙者之间关系的连续性 和他们的原籍家庭。我们还研究了各种机制，通过这些机制， 移民背景与儿童教育有关，包括对移民的期望和愿望等因素。 子和父级。该项目的一个贡献是一种比较方法， 同样地，在家庭和社区中， 程度.

Project II: Project Summary Formal education is an increasingly important route to upward socioeconomic mobility in economically developing settings and improving education levels is a key goal for improving human development around the world. Achieving such goals requires attention to the barriers to schooling but also the processes through which educational opportunities may increase and flourish. One factor associated with both economic development and children’s education is migration. Theoretically, migration is one mechanism through which developing regions may see additional investment and positive impacts on families and origin communities. The main goals of this project are to 1) describe differential school enrollment and attrition patterns by age and gender among children living in different familial migration contexts across settings, 2) evaluate how educational aspirations for children in migrant households differ from those compared to children in different familial migration contexts within the same communities, and 3) test competing hypotheses about the returns to migration and outcomes for children’s schooling over time. Throughout this project, we conceptualize familial migration context not as a simple dichotomy of migrant versus non-migrant; rather, we consider the timing of migration in the family life course, the type of migration undertaken and the continuity of ties between migrants and their households of origin. We also examine a variety of mechanisms through which the how familial migration context is linked to children's education, including factors such as expectations and aspirations at the child and parent level. A contribution of this project is a comparative approach that considers whether migration is similarly associated with education across contexts and the characteristics at the family and community levels.