Migrant Youth Disadvantages in China: How Teacher Biases Shape Student Outcomes

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Abstract/Contents

Abstract: Over the past three decades, rural to urban migration in China has had unprecedented implications for millions of migrant children. Many of them have been excluded from urban public schools due to their Hukou (residence) status. Those fortunate enough to enter public schools often encounter stereotyping and subtle discrimination from peers and teachers, which may lead to lower academic outcomes. This paper uses a value-added model to analyze the correlation between teachers’ perceptions towards migrant students and their respective Chinese and math test performances in public middle school settings. With a nationally representative panel dataset, we find that rural migrant students are performing at least as well as their local peers on 8th grade midterm exams. However, having a teacher with negative biases against migrant students’ is harmful to their academic outcomes, while having a teacher with a preference for teaching local students over migrant students is not. We conclude by discussing the implications of our findings.

Type of resource	text
Date created	August 2019

Author	Guo, Yian
Author	Zhao, Xuemin

Subject	Migrant Students
Subject	Teacher Perceptions
Subject	Stereotype Threat
Subject	Value-added Model
Subject	China
Subject	Public Schools
Subject	Stanford Graduate School of Education International Education Policy Analysis
Genre	Thesis

Related item	Title Stanford Graduate School of Education International Comparative Education
Location	https://purl.stanford.edu/my399xv7438

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License: This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

Graduate School of Education International Comparative Education Master's Monographs

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