Migrant and Non-Migrant Families in Chengdu, China: Segregated Lives, Segregated Schools

Nan Li,Peggy Placier

doi:10.3390/socsci4020339

Abstract

This study documented the experiences of Chinese rural-urban migrant children and their parents living in the host city of Chengdu, China. It was informed by previous studies but applied a theoretical lens cultural reproduction theory—to reveal deeper understanding of rural-urban migrant families’ lives in the city of Chengdu. Participants in this study were 10 families—10 migrant parents, 10 local Chengdu resident parents, 5 local Chengdu children, and 5 migrant children. Through qualitative interviews and observations the researchers created 5 family case studies, documenting differences and similarities in the lives of migrant and local resident families in Chengdu. Results indicated that children in the two groups experienced unequal childhoods. Although the Chinese central government has issued a number of proactive policies to allow migrant children to attend local urban public schools since 2003, the negative effect of the longstanding Hukou residency policy still impacts migrant families’ lives in Chengdu. In this article we discuss an entrenched urban-rural divide between urban residents and rural-urban migrant families, in work, community, and schooling.

Highlights

Western researchers have employed cultural capital, a central concept in cultural reproduction theory, to explain how the knowledge afforded by children’s home lives affects their educational achievement and attainment
What forms does “cultural capital” take and how does it influence the lives of rural-urban migrant children and local urban children living in Chengdu?
The difference in physical living environments between migrant children and local Chengdu children was evidenced in field observations

Summary

Introduction

Western researchers have employed cultural capital, a central concept in cultural reproduction theory, to explain how the knowledge afforded by children’s home lives affects their educational achievement and attainment. Chinese rural-urban migrants and local urban residents—as well as parents’ perspectives on their children’s educational opportunities and likely futures. What forms does “cultural capital” take and how does it influence the lives of rural-urban migrant children and local urban children living in Chengdu?. What factors influence migrant families’ decisions to send their children to school in Chengdu?. Before describing the conceptual framework and design of the study, the following section provides a brief background on the importance of rural and urban identities in China. Between 1980 and 2000, 268 million Chinese migrated from their rural hometowns to urban areas for economic opportunities [1]. While before the 1970s only about 20% of the Chinese population lived in urban areas, according to National Bureau of Statistics of China data released in 2001, this had increased to 36% [2]. Many new urbanites were still officially categorized as “rural”

Objectives

Results

Conclusion