Migrant education

Children of migrant workers struggle to achieve the same level of educational success as their peers. Relocation causes discontinuity in education, which causes migrant students to progress slowly through school and drop out at high rates. Additionally, relocation has negative social consequences on students: isolation from peers due to cultural differences and language barriers. Migrant children, defined as those who relocate because of involvement with agriculture-related industries or other seasonal work, are also at a disadvantage because the majority live in extreme poverty and must work with their parents to support their families. These barriers to equal educational attainment for children of migrant workers are present in countries all over the world. Although the inequality in education remains pronounced, government policies, non-governmental organizations, non-profits, and social movements are working to reverse its effects.It is difficult to predict precisely what the results of these exclusionary policies will be. However, it seems reasonable to suppose that if these problems are not addressed they will have a serious impact on China's future development. Not only will a large section of the population not have the skills necessary for China's further economic development, but they will also lack the kind of education needed to develop the capabilities for leading decent, happy and successful lives. Children of migrant workers struggle to achieve the same level of educational success as their peers. Relocation causes discontinuity in education, which causes migrant students to progress slowly through school and drop out at high rates. Additionally, relocation has negative social consequences on students: isolation from peers due to cultural differences and language barriers. Migrant children, defined as those who relocate because of involvement with agriculture-related industries or other seasonal work, are also at a disadvantage because the majority live in extreme poverty and must work with their parents to support their families. These barriers to equal educational attainment for children of migrant workers are present in countries all over the world. Although the inequality in education remains pronounced, government policies, non-governmental organizations, non-profits, and social movements are working to reverse its effects. Cultural differences that cause difficulties in assimilation and also lead to prejudice and xenophobia against migrant families are common deterrents from receiving equal educational opportunities. These prejudices can be formalized by restrictive regulations, or they can be informal but negatively affect the learning atmosphere of a school. Students who don't feel welcome or wanted because of their migrant status are less likely to remain in school. Additionally, students who struggle with cultural adjustment often fail to form connections and make friends in school, which affects their academic achievement. Language differences are another common barrier to educational success. Migrant students that speak a language other than the region's dominant language struggle with basic comprehension and literacy, which affects success in school. Even students who are fluent in the regions dominant language but face challenges with the written or academic form of the language are often placed in lower-level or special education classes that have the potential to undermine their academic proficiency. Additionally, while a student may have a high level of language acquisition, cultural differences that include short answer responses, unexpected expressions, and mannerisms, can be misunderstood as language deficit. Schools that have contemplated a separate program for second language learning face challenges with limited resources and an insufficient amount of participating students. Language challenges amongst migrant students create a significant barrier given that language deficiency is often tied to alienation and ridicule from peers, and in some cases, academic punishment. Migrant parents are often unaware of their children's right to education or are unfamiliar with the structure of the local public education system. For example, many migrant farmworker parents in the United States do not know they have a right to hold copies of their children's transcripts and school records, which are needed to enroll students in new schools. This makes transferring schools more difficult, taking time away from the student's education. After moving to a new place, parents must focus their energy on finding work and providing for their families, which often means that they do not have time to explore educational options for their children. Additionally, most migrant parents speak a different language, which also affects their ability to receive information. Trauma and other psychological difficulties are common among migrant populations, especially refugees who are forced into migratory status due to political, social, or religious turmoil at home. Adjustment to a new culture, language, and home is also difficult and can lead to psychological strain on migrant families. According to a 2008 study conducted by the Universities of Melbourne and Hong Kong, migrant students are more prone to depression and separation anxiety than their non-migrant peers. This is apparent in the United States where undocumented students who succeeded in making the difficult journey across the border face psychological difficulties due to fear of being separated from their families through deportation. Another factor contributing to increased rates of depression and anxiety among migrant youth is discrimination in school. In the University of Melbourne study, the demographic that faced the most psychological difficulties were migrant teenage boys who had experienced discrimination in school and/or domestic conflict. Many difficulties arise due to the movement of migrant students from one school to another. Children often must adjust to new curricula, testing requirements, and they also must navigate different systems of credit accrual. When migrant students move during the middle of a school year, they are often discouraged from enrolling mid-way through a semester, which disrupts education and has lasting psychological effects. Additionally, when students (especially those in migrant farmworker families) anticipate frequent dislocation, they are less likely to enroll in advanced classes that would increase their prospects of attaining a post-secondary education. Migrant and immigrant children are four times as likely to live in substandard, crowded housing conditions than are non-migrant and non-immigrant children. Many migrant farmworkers live with a large number of extended family members in migrant camps or temporary housing. This density of people in a small, poorly lit and sparsely furnished space is not conducive to studying. Migrant farmworker camps are located close to agricultural fields and not necessarily within walking distance of the local schools, which poses a problem when reliable transportation is also an issue for some families. Many living accommodations have minimal cooking appliances or refrigeration, which for many migrant students means more time spent preparing meals than studying. Some of the migrant worker's accommodations also lack fresh drinking water or sanitation facilities, which increases migrant student's risk of getting sick. The cost of schooling can also prevent equal access to education. Migrant families, especially migrant farm-working families, have low socioeconomic status and can't afford to pay extra fees on schooling. Even in countries where there are no extra fees for migrant students, there is often an economic disincentive to sending a child to school when they could be working to supplement their parents' incomes. The exact demographics of migrant students in the United States are difficult to calculate because they move across state and national borders, have different levels of citizenship status, and have limited English proficiency, complicating survey and census data. However, in 2002, the US Department of Education, estimated that there are 783,867 migrant children who meet the federal definition of 'migrant' as set forth in the eligibility requirements for government support (see Government programs below). This refers to children who have moved school districts within the last 3 years due to agricultural work or work in related industries.