The Educational Hopes and Ambitions of Left-Behind Children in Rural China: An Ethnographic Case Study

This monograph examines the educational experiences of rural children in China who are left behind by their migrant worker parents, exploring how this affects their aspirations and self-identity. Through an ethnographic and qualitative case study of a rural school, the author highlights the challenges and needs of these disadvantaged children and demonstrates how being 'left behind' impacts their future aspirations. The book combines sociological theories with cultural capital, rational action, and self-efficacy to provide an in-depth understanding of these children's experiences in an Eastern context. It will appeal to academic scholars and students in the fields of socially disadvantaged children, youth studies, and rural education.

Format: Paperback / softback
Length: 170 pages
Publication date: 25 September 2023
Publisher: Taylor & Francis Ltd

This monograph delves into the educational experiences of rural children in China who are left behind by their migrant worker parents, examining the profound impact this situation has on their aspirations and self-identity. Through an ethnographic and qualitative case study of a rural school in southwest China, the author offers a vivid portrayal of the lives of these disadvantaged children, highlighting their challenges and needs. By integrating sociological theories such as Pierre Bourdieu's cultural capital, behavioral economics' rational action, and psychology's self-efficacy, the author makes an innovative contribution by bridging seemingly disparate disciplinary perspectives. This book aims to translate these Western theories into an Eastern context, showcasing cultural nuances that may be overlooked when applied in the West. It will appeal to academic scholars and postgraduate students specializing in socially disadvantaged children and young people, as well as those engaged in youth studies and rural education.

Introduction:
The phenomenon of children being left behind by their migrant worker parents in China has garnered significant attention in recent years. While migration has been a driving force behind China's economic growth, it has also led to the separation of families and the disruption of children's education. This monograph aims to shed light on the educational experiences of these rural children, exploring the impact of their parental absence on their aspirations and self-identity.

Methodology:
The study employed an ethnographic and qualitative approach, utilizing an in-depth case study of a rural school in southwest China. The author conducted interviews, observations, and document analysis to gather data from students, teachers, and community members. The analysis was guided by sociological theories such as Pierre Bourdieu's cultural capital, behavioral economics' rational action, and psychology's self-efficacy.

Findings:
The findings of the study reveal the complex and multifaceted nature of the educational experiences of rural children left behind by their migrant worker parents. These children face numerous challenges, including limited access to quality education, inadequate resources, and social isolation. Moreover, their parental absence creates a sense of insecurity and uncertainty, impacting their self-esteem and confidence.

Impact on Aspirations:
The absence of migrant worker parents has a profound impact on the aspirations of rural children. Many of these children dream of pursuing higher education and achieving professional success, but the lack of financial support and parental guidance often hinders their ability to realize these goals. As a result, they may be forced to settle for low-paying jobs or engage in informal labor, perpetuating a cycle of poverty and social exclusion.

Self-Identity:
Rural children left behind by their migrant worker parents also struggle with their self-identity. They often feel disconnected from their cultural heritage and community, as their parents are often absent for long periods of time. This can lead to a sense of identity crisis and a lack of belonging, which can further impact their mental health and well-being.

Conclusion:
The educational experiences of rural children left behind by their migrant worker parents are a critical issue that requires urgent attention. Policymakers, educators, and community members must work together to address this problem and provide support and resources to these children. By improving access to quality education, promoting social inclusion, and addressing the emotional and psychological needs of these children, we can help them realize their full potential and contribute to the development of their communities.

Weight: 453g
Dimension: 234 x 156 (mm)
ISBN-13: 9781032034317