Teacher’s Perception Based on Students’ Migrant Status and Students’ Academic Outcome

• In Event: Roundtable Session (Monday I)
  In Refereed Round-Table Session: Designed for equity: implementation and efficacy of educational access platforms, policy, and practice

Proposal

More than 33 million migrant children in China between the age of 6-15 are marginalized, facing the dilemma of either separating from their parents who work in the city or being excluded from urban public schools due to their Hukou (residence) status. These children are denied equal education opportunities and often face discrimination and isolation. Past researches suggest that there is an achievement gap between migrant and local students (Lu & Zhou 2011), but few have specifically investigated the mechanisms at play. Abundant research has linked teacher perception and student outcomes, while others studied teacher bias toward certain genders, ethnicities and socio-economic backgrounds. Through these lenses, we will draw the data collected on middle school students and teachers by China Education Panel Survey (CEPS) and we aim to explore if there is a difference between teachers’ perception of students based on their migration status and if teachers’ perception interacts with students’ academic outcome. We hope to offer insights into possible policy and practical solutions to narrow the academic achievement gap between migrant and local students.

Authors

• Yian Guo, Stanford University

• Xuemin Zhao, Stanford University