 Cultural capital in migration: Academic achievements of Chinese migrant children in urban public schoolsGaoming Ma and Qiaobing Wu Children and Youth Services Review, 2020, vol. 116, issue C Abstract: The educational inequality faced by migrant children is a great social problem in China. The government has gradually reformed the hukou system, allowing migrant children to attend urban public schools. However, their academic achievements continue to lag behind those of urban non-migrant children. The classic explanation would point to a lack of social capital; this article argues for the importance of cultural capital in children’s migration. Drawing upon 10,417 middle school children (14–16 years old), this article examines cultural and social capital as mechanisms through which migration affects education. Results show that the lower academic achievements of Chinese migrant children is mainly due to the mediating effect of objectified cultural capital. Family social capital is also a significant mediator, but the indirect effect is relatively small. Most surprising is the contradictory effects of embodied and objectified cultural capital on academic achievements. Theoretical contributions and policy implications are discussed. Keywords: Cultural capital; Social capital; Migrant children; Educational inequality; Mediation analysis (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:116:y:2020:i:c:s0190740920304576 DOI: 10.1016/j.childyouth.2020.105196 Access Statistics for this article Children and Youth Services Review is currently edited by Duncan Lindsey More articles in Children and Youth Services Review from Elsevier |
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