Study on Education of Migrant Children in Minority Areas—Based on Self-concept

Author/s: Xiaoli Wang, Yuan Ma, Lijing Zhang

DOI: 10.12738/estp.2018.5.032 

Year: 2018 Vol: 18 Number: 5


Along with the reform and opening-up and urbanization process, the migrant population in China is increasing day by day, followed by a large number of migrant children. It is the same in minority areas. In this study, 654 children in minority areas in Xinjiang are investigated by questionnaire analysis. It is found that the self-concept level of migrant children in this area is low, and there is no significant difference between gender and registered permanent residence. However, there is a significant difference in the inflow time for the migrant children of minorities. The self-concept of migrant children who immigrate for 1-2 years is higher while that of migrant children who immigrate for 2-3 years or above 3 years is lower. At the same time, the self-concept level of children of Uygur and Kazak nationalities is significantly lower than that of children of other nationalities, and the self-concept level of children of Hui nationality is higher. Family support and peer support can promote the improvement of migrant children’s self-concept. Besides migrant children’s improvement of self-adaptability, teacher’s guidance and emotional support are also the key factors influencing their self-concept.

Migrant Children, Self-Concept, Educational Problem

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