2020
DOI: 10.1177/2158244020939539
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Falling Into the Second-Generation Decline? Evidence From the Intergenerational Differences in Social Identity of Rural–Urban Migrants in China

Abstract: Previous studies have not adequately articulated the intergenerational differences in social identity of rural–urban migrants in China. Using survey data from Wuhan, China, the study tests three hypotheses on intergenerational differences in rural–urban migrants’ social identity based on first-generation and new-generation migrants’ attitudes toward rural and urban society. Results suggest that first-generation migrants are more likely to view themselves as rural rather than urban citizens. However, n… Show more

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Cited by 6 publications
(2 citation statements)
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References 68 publications
(131 reference statements)
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“…In China, regardless of the perpetrator-victim relationship status, almost 95% come from peasant families and more than 97% work as migrant workers. These people are generally regarded as having a lower socioeconomic status in China (Leng et al, 2020; Yang, 2013). Perpetrators and victims from peasant families have generally not received basic education in their childhood.…”
Section: Discussionmentioning
confidence: 99%
“…In China, regardless of the perpetrator-victim relationship status, almost 95% come from peasant families and more than 97% work as migrant workers. These people are generally regarded as having a lower socioeconomic status in China (Leng et al, 2020; Yang, 2013). Perpetrators and victims from peasant families have generally not received basic education in their childhood.…”
Section: Discussionmentioning
confidence: 99%
“…Starting from commonly known factors, the rural-urban divide always marks the contrast in accessing higher education in China (Jain-Chandra et al 2018;Marginson 2018). As most of the economic development was concentrated in the large Chinese cities, wealth status is often influenced by the rural-urban divide in China, which causes rural female students to possess a different identity due to their lower socio-economic status (Leng et al 2020;Xue, Kerstetter, and Hunt 2017). This wealth gap influences STEM education when they are still in high school.…”
Section: Intracategorical Intersectionalitymentioning
confidence: 99%