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This paper presents findings from a qualitative study of school-age migrant children (age 11-13) in China. Born in rural areas and moved to cities with their parents, mostly low-income migrant workers, these children face significant educational and psychosocial challenges. Through the risk/resilience theoretical framework (Fraser & Terzian, 2005; Graham & Yeoh, 2013; Luthar, Cicchetti, & Becker, 2000), this study explores the risk factors and resilience factors for migrant youth well-being on the individual, interpersonal and social, and environmental level. By discussing how these risk and resilience factors influence youth well-being, this study provides policy implications for countries with large migrant youth populations.
Method
In-person, in-depth interviews were conducted with ten migrant children that were 5th graders in an elementary school in Beijing. For each child, the teacher in charge of his/her class and one of his/her parents were also interviewed. The interviews were semi-structured with open-ended questions that involve multiple aspects of migrant children’s lives, such as school life, family life, peer interaction, and neighborhood environment.
Content analysis and thematic analysis were conducted. Initial open coding and constant comparative method were performed. This was followed by in-vivo coding and case study approach. Afterwards, axial coding, which involved cross-case analysis, was conducted for each specific theme.
Results
On the individual level, this study identified the risk factor as stress from studying; the resilience factors include child independence, personal growth from new life experiences, and positive attitude toward the future. On the interpersonal and social level, the risk factors include insufficient parental supervision and company and loss of meaningful relationship; the resilience factors are caring relationship with siblings, extended family support, and peer support. On the environmental level, the risk factors include poor neighborhood environment, educational deprivation, and low economic opportunity; the resilience factors include better urban infrastructure, social support, and higher family income.
Implications
This study suggests that migrant children are at risk of insufficient family/social support. Although migrant parents are supporting children as much as they can, their time and contribution are limited by their low educational background and low-income yet long-hour job. As a supplement, siblings, extended families, and peers play important roles in emotionally support and accompany migrant children in their daily lives. However, migrant children are at risk of losing these meaningful relationships. Further school intervention strategies and policy recommendations are discussed based on these findings.
References
Fraser, M. W. & Terzian, M. A. (2005). Risk and resilience in child development: Principles and strategies of practice. In G. P. Mallon & P. McCartt Hess (Eds.), Child welfare for the twenty-first century: A handbook of practices, policies, and programs (pp. 55-71). New York, NY: Columbia University Press.
Graham, E. & Yeoh, B. (2013). Child health and migrant parents in south-east Asia: Risk and resilience among primary school-aged children. Asian and Pacific Migration Journal, 22(3), 297-314.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562.