Rural Migrant Children in Urban Schools

该研究报告审查了农村向城市移徙在城市地区产生和维持新形式的教育隔离的过程。 该项目强调了当城乡差距被带到城市学校时，城市学校是否以及如何加剧教育不平等。 更广泛地说，该项目利用中国的案例为西方教育隔离理论提供见解，这些理论是在学校隔离已经很好的时候发展起来的。 自20世纪80年代中期以来，中国越来越多的农村人口涌入城市从事制造业和服务业工作。 这种迁移最初是暂时的，孩子们留在家里去农村学校。 最近，农民工永久性地搬到了城市，许多人带着他们的孩子沿着。 然而，由于法律将农民工学生的教育权利与他们的农村家庭联系在一起，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，由于农村流动儿童大量涌入城市教育系统，新形式的教育隔离正在出现。为了了解城市学校这种新兴教育隔离的原因、过程和后果，需要系统的纵向数据和对这些数据的严格分析。该项目将加强即将进行的全国代表性的中国七年级学生调查，随着时间的推移，中国教育小组研究（CEPS）。 数据将从80所主要为农村流动儿童服务的城市学校的6,400名七年级学生的补充样本中收集。此外，CEPS核心问卷将增加一套关于农村流动儿童在城市学校的入学过程的调查问题。 利用扩大后的CEPS的数据，调查人员将记录并解释农村流动儿童接受城市教育的限制程度，以及教师和同龄人如何对待他们与城市学生不同。 这些调查将为新的教育隔离形式是否以及如何出现和持续以及农村流动儿童被边缘化提供证据。更广泛的影响这个项目的数据收集是有效的，因为它搭载了即将进行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所学校的6，400名学生的样本，为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所学校共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.