Journal of Development Studies
Volume 54, Issue 7, 2018, Pages 1154-1170

Effect of Parental Migration on the Academic Performance of Left Behind Children in North Western China (Article)

Bai Y. , Zhang L. , Liu C.* , Shi Y. , Mo D. , Rozelle S.
  • a Center for Experimental Economics in Education (CEEE), Shaanxi Normal University, Xi’an, China
  • b Center for Chinese Agricultural Policy, Institute of Geographic Sciences and Natural Resources Research, Chinese Academy of Sciences, Beijing, China
  • c China Center for Agricultural Policy, School of Advanced Agricultural Sciences, Peking University, Beijing, China
  • d Center for Experimental Economics in Education (CEEE), Shaanxi Normal University, Xi’an, China
  • e Freeman Spogli Institute for International Studies, Stanford University, Stanford, CA, United States
  • f Freeman Spogli Institute for International Studies, Stanford University, Stanford, CA, United States

Abstract

China’s rapid urbanisation has induced large numbers of rural residents to migrate from their homes in the countryside to urban areas in search of higher wages. As a consequence, it is estimated that more than 60 million children in rural China are left behind and live with relatives, typically their paternal grandparents. These children are called Left Behind Children (LBCs). There are concerns about the potential negative effects of parental migration on the academic performance of the LBCs that could be due to the absence of parental care. However, it might also be that when a child’s parents work away from home, their remittances can increase the household’s income and provide more resources and that this can lead to better academic performance. Hence, the net impact of out-migration on the academic performance of LBCs is unclear. This paper examines changes in academic performance before and after the parents of students out-migrate. We draw on a panel dataset collected by the authors of more than 13,000 students at 130 rural primary schools in ethnic minority areas of rural China. Using difference-in-differences and propensity score matching approaches, our results indicate that parental migration has significant, positive impacts on the academic performance of LBCs (which we measure using standardised English test scores). Heterogeneous analysis using our data demonstrates that the positive impact on LBCs is greater for poorer performing students. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

Author Keywords

[No Keywords available]

Index Keywords

China migrants remittance panel data primary education migrant worker Child Development ethnic minority rural-urban migration academic performance household income parental care
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85020721469&doi=10.1080%2f00220388.2017.1333108&partnerID=40&md5=ad5dca3d0e3e918d0fd171d3a6dbf364
DOI: 10.1080/00220388.2017.1333108
ISSN: 00220388
Cited by: 13
Original Language: English