Long-Term Parental Absence and Educational Expectations among Children: A Quantitative Analysis of Left-Behind Children in China

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  • Xia Tian
    Sociology Course, Graduate School of Human Relations, Keio University

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  • 親の長期不在と子どもの大学進学希望――中国における「留守児童」世帯の子どもの分析から――
  • オヤ ノ チョウキ フザイ ト コドモ ノ ダイガク シンガク キボウ : チュウゴク ニ オケル 「 ルス ジドウ 」 セタイ ノ コドモ ノ ブンセキ カラ

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Abstract

<p>This study examines (1) whether the experience of long-term parental absence due to parental migration in China has a negative effect on children’s educational expectations, and (2) whether such a negative effect can be explained by a deficit in the educational involvement of the primary caregiver, which is known as the Parenting Hypothesis. The 2010 China Family Panel Studies (CFPS) dataset was used for analysis and the following findings were obtained. First, the effect of parental absence on children’s educational expectations varied by gender and type of parental absence. Boys who did not live with both parents showed significantly lower educational expectations than girls in the same situation. This could be the result of the grandparents serving as the left-behind children’s primary caregivers, as well as gender differences in internalizing prosocial norms. Second, the primary caregiver’s educational involvement had a positive effect independent of parental absence. Thus, the effect of a primary caregiver’s educational involvement did not explain the negative relation between parental absence and children’s educational expectations.</p>

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