Abstract
AbstractThe rural out‐migration of young people leads to problems such as “brain drain” and the overageing of the rural population. The purpose of this paper is to study return migration motives among students originating from rural areas. The case study relates to the province of Akmola, northern Kazakhstan. Based on data collected from college and university students (n = 357), a binary logistic regression model is used to identify rural return motives. Noneconomic and economic motives are equally important in forming a return intention. Our findings do not suggest that particularly underperforming students intend to return. As expected, compared with those in major cities, students who study in a regional town intend to return more often. We also found a large difference in return intentions along ethnic lines. Students of non‐Kazakh decent are much more likely to return than ethnic Kazakhs, and the two ethnic groups have quite distinct motives indicating signs of ethnic discrimination against non‐Kazakhs in the job market.
Highlights
The rural out‐migration of young people is a global phenomenon (Chen, Ye, Cai, Xing, & Chen, 2014; Haartsen & Thissen, 2014; Kooiman, Latten, & Bontje, 2018; Stockdale, 2006; Thissen, Fortuijn, Strijker, & Haartsen, 2010)
We investigate the rural return motives of young college and university graduates who study in regional towns and more urban areas in the Akmola province, northern Kazakhstan, and who origin from a rural area
Economic motives related to employment are important for the locational choices of students
Summary
The rural out‐migration of young people is a global phenomenon (Chen, Ye, Cai, Xing, & Chen, 2014; Haartsen & Thissen, 2014; Kooiman, Latten, & Bontje, 2018; Stockdale, 2006; Thissen, Fortuijn, Strijker, & Haartsen, 2010). Due to the lack of higher education facilities in rural areas, the rural–urban migration of young people may be considered a natural process (Erickson, Sanders, & Cope, 2018; Rérat, 2016; Stockdale, 2006). Many of those who move to the city for higher education do, not return to their rural home region. Students stay put in the place of their study or, after graduation, move on to another city in search of their first job (Bednaříková, Bavorová, & Ponkina, 2016; Liu, Shen, Xu, & Wang, 2017)
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