“It’s for Our Education”: Perception of Parental Migration and Resilience Among Left-behind Children in Rural China

Shu Hu ()
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Shu Hu: National University of Singapore

Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, 2019, vol. 145, issue 2, No 9, 661 pages

Abstract: Abstract As a result of China’s rural–urban bifurcation, millions of rural Chinese children grow up in the absence of one or both parents due to work migration. Contrary to the dismal picture of left-behind children that is depicted by the mass media, comparative studies based on large-scale survey data suggest that left-behind children do not fare worse than those who live with both parents. Researchers have suggested that the positive effects of remittance might outweigh the negative effects of parental absence, and this explains why there is little total effect of parental migration on children’s wellbeing. This, however, does not explain why left-behind children are doing equally well as non-left-behind children in nearly all aspects of life, some of which are affected more by parental care than by economic resources. This paper aims to explore what factors contribute to the all-round resilience of rural left-behind adolescents. Mixed methods were used to collect both quantitative and qualitative data from adolescents, caregivers, and school teachers from a migrant-sending community in central China. Data analyses reveal that adolescent interpretation of parental migration is deeply embedded in Chinese values on education and ideals of mutual responsibilities among family members, and that a positive understanding of parental motivation for labor migration and commitment to education are significant contributors to the resilience displayed by left-behind adolescents. The heterogeneities in the reaction of left-behind adolescents to parental migration demonstrate that the positive perception of parental migration is not a stand-alone protective factor.

Keywords: China; Parental migration; Left-behind children; Education; Resilience; Wellbeing; Mixed methods (search for similar items in EconPapers)
Date: 2019
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DOI: 10.1007/s11205-017-1725-y

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