An Empirical Study on Cultural and Educational Identity of Migrant Children in Zhoushan City from a Qualitative Perspective

With the acceleration of urbanization, Zhoushan City—a key marine economy hub in Zhejiang Province—has attracted a large influx of migrant workers, relocated families, and high-level talents, forming a diverse “new resident†population. In recent years, the government and society have paid increasing attention to the educational challenges faced by underprivileged minors within this group. Although migrant children’s schools have improved in terms of infrastructure and material support, inequitable access to quality education persists. Field surveys reveal that in districts such as Huannan, Changguo, and Yancang, some migrant families experience poverty or relapse into poverty due to illness, leaving their children deprived of adequate education due to financial constraints. Their cultural-educational identity significantly impacts social integration and sustainable urban development. Guided by the theories of cultural adaptation and social identity, this mixed-methods study examines key dimensions including language acquisition, perceived educational equity, and traditional cultural acceptance. The findings aim to provide evidence-based recommendations for Zhoushan’s policymakers to design inclusive education policies and promote equitable resource allocation.