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Identity segregation or educational resources disadvantage? The academic achievement of migrant children in China

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  • Li, Zhibin
  • Su, Yue

Abstract

Using data from the China Education Panel Survey, this study classifies migrant children based on hukou location, hukou type, and birthplace, and examines the disparities in academic achievement between migrant children and their local counterparts. By extending the focus to include the previously overlooked “local-born migrant children,” this study addresses an emerging demographic within China’s migration context. The findings reveal that migrant children do not always perform worse in academic achievement than their local counterparts, with no significant differences observed between local-born migrant children and local children. Moreover, this study underscores the moderating role of school investment in educational resources in reducing the academic disparities between migrant and local children. In conclusion, while hukou system continues to play a crucial role in educational inequality in China, identity segregation based on birthplace is emerging as a new challenge. The equitable distribution of educational resources is essential for achieving educational equity.

Suggested Citation

  • Li, Zhibin & Su, Yue, 2025. "Identity segregation or educational resources disadvantage? The academic achievement of migrant children in China," Children and Youth Services Review, Elsevier, vol. 170(C).
    • Handle: RePEc:eee:cysrev:v:170:y:2025:i:c:s0190740925000179
    DOI: 10.1016/j.childyouth.2025.108134
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