Research on the Phenomenon of Educational Migration in China

Research Article
Open access

Research on the Phenomenon of Educational Migration in China

Yuxiang Ji 1*
  • 1 Nanjing University of Information Science and Technology    
  • *corresponding author 202183400047@nuist.edu.cn
Published on 26 October 2023 | https://doi.org/10.54254/2753-7048/18/20231282
LNEP Vol.18
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-061-5
ISBN (Online): 978-1-83558-062-2​

Abstract

In recent years, China’s educational migration project has narrowed the gap in educational resources between regions and successfully reduced the incidence of poverty. However, students who participate in educational migration need to leave their original learning and living environment, and in such a context, they often face cultural adaptation issues. As migrants, the new living environment can make them feel unfamiliar and even require them to give up traditional living habits; as students, a decrease in the frequency of interaction with family can have a negative impact on their physical and mental development, and ethnic minority students may also face communication difficulties due to language barriers. Educational migrant students, educational migrant receiving schools, and relocation areas are the three main bodies of the educational migrant project. This paper uses qualitative analysis to analyze the cultural adaptation, psychological education, and human resource loss issues in relocation areas, and proposes targeted suggestions on how to better integrate these three bodies with the educational migrant project. Schools that receive educational migrants need to actively take measures to ensure teaching effectiveness, such as strengthening infrastructure construction, improving students’ cultural adaptability, conducting psychological counseling courses, and encouraging some vocational education graduates to return to their hometowns for employment to solve the problem of human resource loss.

Keywords:

educational migration, acculturation, educational equity

Ji,Y. (2023). Research on the Phenomenon of Educational Migration in China. Lecture Notes in Education Psychology and Public Media,18,33-39.
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References

[1]. Xie Junjun (2017). Research on the “Education Immigration” Policy in Ethnic Minority Areas - Taking Baoting Li and Miao Autonomous County in Hainan Province as an Example Frontier (10), 61-71.

[2]. Zhou Xiaogang, Wang Yimeng, Tao Shuang & Lin Rui. (2023). Poverty alleviation through Education: A Study on Intergenerational transmission of poverty in Chinese families based on Logistics Model. Journal of Yichun University (01),105-110.

[3]. An Yu (2020). Reconciliation of Education Cognition and Local Knowledge in Tibetan Ecological Immigration Schools Journal of Yunnan University for Nationalities (Philosophy and Social Sciences Edition) (06), 48-53.

[4]. Zhong Hua, Gu Yuxuan, Xiao Zhuoli&Zheng Huiting (2022). Rethinking Rural Boarding Schools in China: Social Bonding, Self Efficacy, and Academic Performance of Left and Non Left Rural Adolescents Hubei Social Sciences (12), 42-50.

[5]. Huang Xinxin, Li Yuting, Chen Jianhua, Ma Jingjing, Cong Enchao&Xu Yifeng (2023). The influence of family structure on adolescent depression and anxiety symptoms: the mediating role of emotional neglect Chinese Journal of Contemporary Pediatrics (01), 80-85.

[6]. Zeng Sulin, Li Jiaojiao, Hou Weihao&Peng Dongping (2020). The Realistic Dilemma and Breakthrough of Rural Teacher Motivation in the Context of Rural Revitalization Educational Theory and Practice (10), 40-44.

[7]. Pieh, C., Dale, R., Jesser, A., Probst, T., Plener, P. L., & Humer, E. (2022, January). The impact of migration status on adolescents’ mental health during COVID-19. In Healthcare (Vol. 10, No. 1, p. 176). Multidisciplinary Digital Publishing Institute.

[8]. Mehri, S. (2022). The problem of social adaptation of migrant adolescent children. International journal of social science & interdisciplinary research ISSN: 2277-3630 Impact factor: 7.429, 11(05), 108-113.

[9]. Maunah, B. (2019). The contribution of family and community education in realizing the goals of school education. American Journal of Education and Learning, 4(2), 292-301.

[10]. Ma Weinan. (2022). Construction of an evaluation system for vocational education poverty alleviation from the perspective of common prosperity. Vocational and Technical Education in China (33),89-96.

[11]. Yang Junkai. (2023). Practice path of deepening education poverty alleviation embedded mechanism in vocational colleges. Journal of Hubei Open Vocational College (04),75-76+79.

Cite this article

Ji,Y. (2023). Research on the Phenomenon of Educational Migration in China. Lecture Notes in Education Psychology and Public Media,18,33-39.

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About volume

Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries

ISBN：978-1-83558-061-5(Print) / 978-1-83558-062-2​(Online)
Editor：Enrique Mallen, Javier Cifuentes-Faura
Conference website: https://www.iceipi.org/
Conference date: 7 August 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.18
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Xie Junjun (2017). Research on the “Education Immigration” Policy in Ethnic Minority Areas - Taking Baoting Li and Miao Autonomous County in Hainan Province as an Example Frontier (10), 61-71.

[2]. Zhou Xiaogang, Wang Yimeng, Tao Shuang & Lin Rui. (2023). Poverty alleviation through Education: A Study on Intergenerational transmission of poverty in Chinese families based on Logistics Model. Journal of Yichun University (01),105-110.

[3]. An Yu (2020). Reconciliation of Education Cognition and Local Knowledge in Tibetan Ecological Immigration Schools Journal of Yunnan University for Nationalities (Philosophy and Social Sciences Edition) (06), 48-53.

[4]. Zhong Hua, Gu Yuxuan, Xiao Zhuoli&Zheng Huiting (2022). Rethinking Rural Boarding Schools in China: Social Bonding, Self Efficacy, and Academic Performance of Left and Non Left Rural Adolescents Hubei Social Sciences (12), 42-50.

[5]. Huang Xinxin, Li Yuting, Chen Jianhua, Ma Jingjing, Cong Enchao&Xu Yifeng (2023). The influence of family structure on adolescent depression and anxiety symptoms: the mediating role of emotional neglect Chinese Journal of Contemporary Pediatrics (01), 80-85.

[6]. Zeng Sulin, Li Jiaojiao, Hou Weihao&Peng Dongping (2020). The Realistic Dilemma and Breakthrough of Rural Teacher Motivation in the Context of Rural Revitalization Educational Theory and Practice (10), 40-44.

[7]. Pieh, C., Dale, R., Jesser, A., Probst, T., Plener, P. L., & Humer, E. (2022, January). The impact of migration status on adolescents’ mental health during COVID-19. In Healthcare (Vol. 10, No. 1, p. 176). Multidisciplinary Digital Publishing Institute.

[8]. Mehri, S. (2022). The problem of social adaptation of migrant adolescent children. International journal of social science & interdisciplinary research ISSN: 2277-3630 Impact factor: 7.429, 11(05), 108-113.

[9]. Maunah, B. (2019). The contribution of family and community education in realizing the goals of school education. American Journal of Education and Learning, 4(2), 292-301.

[10]. Ma Weinan. (2022). Construction of an evaluation system for vocational education poverty alleviation from the perspective of common prosperity. Vocational and Technical Education in China (33),89-96.

[11]. Yang Junkai. (2023). Practice path of deepening education poverty alleviation embedded mechanism in vocational colleges. Journal of Hubei Open Vocational College (04),75-76+79.

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