Chinese Migrant Children in Crisis
With the increasing population of Chinese migrant children in China and the call for addressing educational equity and revising education goals on behalf of the whole child, research indicates that those children experience various challenges regarding their education and well-being including unequal access to education, low quality of education, discrimination, social anxiety, and depression. Thus, this article explores institutional-, school-, and family-level factors to understand how migration might create threats for Chinese migrant children. It is believed that government, community, school, and family have unintentionally formed an intertwined and complex dynamic where the development and education of migrant children is compromised. It is the authors’ hope to raise awareness to the academic and practical arenas of both the educational plight and living conditions of Chinese migrant children.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY-NC-ND 4.0 license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are able to use and distribute the work internally at the author's place of employment and have the right to make presentation of the material.
- International Journal of the Whole Child is freely published at no cost to its authors or readers.