Factors Contributing to Migrant Children's Well-Being in China: Implications on Involuntary Migration of Displaced Children

Background and Purpose:

In China, children of migrant workers (“migrant children”) represent a special population of involuntary migration due to their parents seeking employment from rural to urban areas with a hope to end poverty. These children are displaced in an inequitable world and confronted with multiple economic, social and cultural adaptation problems. Since 2001, China Central Government has implemented and enforced public policies in two main areas: local governments addressing problems faced by migrant workers and local public school systems assisting migrant children’s education. However, policy impact has not been documented. This presentation reports how migrant policies could connect displaced children to equitable services that are associated with child well-being, from which US government could gain insight to respond to policy reform for undocumented children without homeland support.  

Methods:

Survey data (n=392) were collected in Tianjin, China based on a snowball sampling method. Researchers outreached the children on street and invited them to participate. Subjects also referred other children from their neighbors, schools and township to participate in the survey. The survey included five components: (1) prior school enrollment information, (2) current school information (public or private, enrollment issues, grade level, attending classes with local students or only with other migrant children, leadership in the class, teachers’ involvement in the child’s learning, participation in class activities and after-school activities); (3) academic performance; (4) child well-being; and (5) demographic information.

Findings:

The study included 57% male and 42% female. About 20% of the children were born outside the parents’ employment city. Factor analyses were used to extract two factors on class participation and school performance. A multiple regression analysis was conducted to identify the variables that might have contributed to the well-being of the children. The result from the standard multiple regression indicated that eight variables were found to be associated with child well-being (F(20,392)=11.044, p<.001; adjusted R-square=.335). These variables were: enrolled in a lower grade level, shared the same class with local students, participated in class activities, served as a class leader, had good academic performance, lived in a separate bedroom beside parents, received caring support from parents, made friends, and felt having a home.

Conclusion and Implications:

This study found eight major factors contributing to the well-being of migrant children in China. These findings suggest that the migrant policies are effective if local governments and school districts have a better understanding of the needs of the displaced children including the children of migrant workers. This study has significant implications to US governments and school districts as many undocumented children are struggling in a world without government support. One implication from this study is related to ways that governments can address the needs of undocumented children and to provide support to help displaced children’s academic achievement, social and cultural adjustment. Another implication is for local school districts to fund activities for these children to have a supportive school environment with enriched extra-curriculum activities so that they can integrate school life and academic performance to their sociocultural adjustment and integration.