农村地区流动儿童、留守儿童和其他儿童教育机会比较研究

A Comparative Analysis of Educational Opportunities for Migrant,Stay and Other Children in Rural China

本文使用2000年人口普查0.95‰数据,比较农村地区11～14岁的流动儿童、留守儿童和其他儿童的教育机会(定义为是否在学)。模型分析结果显示:(1)与其他儿童相比,留守儿童的教育机会显著偏高,但流动儿童的教育机会显著降低;(2)与母亲一起留守儿童的教育机会得到改善,但与父亲一起留守儿童的教育机会显著降低;独自流动和与父母一起流动儿童教育机会受到不利影响,但与母亲一起流动儿童教育机会与其他儿童无显著差异;(3)女童教育机会明显低于男孩,但儿童类型对教育机会的作用不因性别而异。模型分析结果具有多方面的政策启示意义。

Large -scale labor migration in the past two decades in China has reshaped the household structure of migrants, generating numerous ＂stay children＂ and migrating children with or without parent（s）. Stay children and some migrant children live in nontraditional households without parent（s）＇s immediate, which would have profound implications for their education. Drawing on the 2000 Census data, this paper explores the patterns and characteristics of school attendance, and compares the educational opportunities of stay, migrant, and other children （living with parents） ages 11-14 in the countryside. Analytical results suggest that stay children are more likely to enroll in school than other types of children, but such effect varies by whom the children stay or migrate with： those staying with mothers are most advantaged, while those migrating alone or with parents mostly disadvantaged. It is thus urgent to promote the educational wellbeing of children in father-child families and of migrating children.