文献类型：期刊文献

英文题名：Educational Expectations of Left-behind Children in China: Determinants and Gender Differences

作者：Huang, Yeqing[1,2];Gong, Huihui[3]

机构：[1]East China Univ Sci & Technol, Int Sch Social Work, Shanghai 200073, Peoples R China;[2]East China Univ Sci & Technol, Dept Sociol, Shanghai 200073, Peoples R China;[3]Hunan Univ, Sch Publ Adm, 2 Lushan Rd, Changsha 410082, Peoples R China

年份：2022

卷号：17

期号：5

起止页码：2501

外文期刊名：APPLIED RESEARCH IN QUALITY OF LIFE

收录：;WOS:【SSCI(收录号:WOS:000712480400001)】；

基金：The writing of this article was supported by National Social Science Fund of China (Grant Number: 19BSH167), the Fundamental Research Funds for the Central Universities (Grant Number: 531118010375), and the Fundamental Research Funds for the Central Universities (Grant Number: JKE012022002).

语种：英文

外文关键词：Gender differences; Left-behind children; Well-being; Educational expectations; China

摘要：In response to the relatively low educational attainment of left-behind children in China, this article examines the determinants of educational expectations among left-behind children and how these differ by gender by analyzing data collected from 2215 left-behind children in southwestern China. Multinomial logistic regression models of educational expectations that incorporate family economic status, care arrangement under different parental migration patterns, and significant others are tested by gender and school level. The results prove that all of the above incorporated factors affect the educational expectations of left-behind children to a considerable extent. Comparisons of educational expectations are made between left-behind children in primary school and junior high school and between different genders. The results show that male advantages in educational expectations exist only during primary school, and female left-behind children surpass male children to have higher educational expectations during junior high school. This suggests a distinctive influence of care arrangements on educational expectations between genders. For female children, grandparental care and a higher frequency of parental contact during migration could be substituted for parental absence. However, for male children, grandparental care does not fully substitute for parental care, and parental migration seems to be more detrimental to them. The findings add to our understanding of the dynamic relationship among parental migration, gender inequality, and educational opportunity among left-behind children in general.