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The impact of Chinese Hukou reforms on migrant students' cognitive and non-cognitive outcomes

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  • Guo, Yu
  • Zhao, Liqiu

Abstract

The Chinese Hukou system, a major tool for social control employed by the government, has undergone various fundamental reforms and has received increasing attention in recent years. This study investigates the relationship between Hukou policy innovations and migrant children's cognitive and non-cognitive outcomes, which are vital to the lifetime development of individuals. On the basis of 2654 children holding non-local Hukou from the 2013–2014 wave of the China Education Panel Survey, the results show that migrant students who expect to have fair access to local senior high schools have significantly higher test scores and higher educational aspirations than their counterparts. The expectation of attending a local senior high school improves migrant students' relationship with teachers and the social acclimation with classmates. These findings carry policy implications for addressing migrant children's educational challenges and shed light on China's reform of its Hukou system to achieve social justice and equality.

Suggested Citation

  • Guo, Yu & Zhao, Liqiu, 2019. "The impact of Chinese Hukou reforms on migrant students' cognitive and non-cognitive outcomes," Children and Youth Services Review, Elsevier, vol. 101(C), pages 341-351.
    • Handle: RePEc:eee:cysrev:v:101:y:2019:i:c:p:341-351
    DOI: 10.1016/j.childyouth.2019.04.017
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    Citations

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    Cited by:

    1. Ma, Gaoming & Wu, Qiaobing, 2020. "Cultural capital in migration: Academic achievements of Chinese migrant children in urban public schools," Children and Youth Services Review, Elsevier, vol. 116(C).
    2. Wang, Muwen, 2023. "Opposite-gender friendships and learning performance of students: Evidence from China," International Journal of Educational Development, Elsevier, vol. 101(C).
    3. Mengling Zhang & Zhenlin Weng & Zhaojiu Chen & Feng Wu, 2022. "Land Endowment and Parental Educational Investment in Rural China," Sustainability, MDPI, vol. 14(8), pages 1-14, April.
    4. Sun, Yue & Zhao, Liqiu & Zhao, Zhong, 2024. "Hukou status and children's education in China," GLO Discussion Paper Series 1386, Global Labor Organization (GLO).
    5. Tani, Massimiliano & Xu, Lei & Zhu, Yu, 2021. "The impact of an un(der)funded inclusive education policy: Evidence from the 2013 China education panel survey," Journal of Economic Behavior & Organization, Elsevier, vol. 190(C), pages 768-784.
    6. Ru Chen & Xin Chen, 2023. "Latent Profile Analysis of the Positive Development of Migrant Adolescents: the Roles of Family Capital and Resilience," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1733-1754, August.
    7. Kang, Yankun & Liang, Shuyuan & Bai, Caiquan & Feng, Chen, 2020. "Labor contracts and parents’ educational expectations for children: Income effect or expected effect?," Children and Youth Services Review, Elsevier, vol. 118(C).
    8. Wang, Jianxin & Yuan, Caiyun & Zhang, Qian & Houser, Daniel, 2023. "Parents’ absence harms norm obedience of girls more than boys," Journal of Economic Behavior & Organization, Elsevier, vol. 214(C), pages 17-29.

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