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Assimilation Patterns of Migrant Students in China: An Exploration of their Implications for Mathematics Outcomes

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  • Ting Liu
  • Ronald S Laura

Abstract

This study is concerned to compare and contrast academic performance indicators which characterize migrant students in segregated schools, as opposed to integrated schools, and investigates the differences in their levels of mathematics achievement in terms of length of residency and specific grade level. Extrapolations derived from performance results in mathematics display a pattern of what we call 'segmented processes of assimilation', conditioned distinctly in accord with the length of residency migrant children spend in urban areas in the Chinese context. The implications of these disparities and inequities are discussed, with an aim to encourage policy makers to recognize that reform of the segregation patterns for Chinese migrant students is clearly imperative.

Suggested Citation

  • Ting Liu & Ronald S Laura, 2017. "Assimilation Patterns of Migrant Students in China: An Exploration of their Implications for Mathematics Outcomes," International Journal of Asian Social Science, Asian Economic and Social Society, vol. 7(7), pages 595-607.
    • Handle: RePEc:asi:ijoass:v:7:y:2017:i:7:p:595-607:id:2914
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