Negative Spillovers from Parental Conflicts and Implied Inequality: Evidence from China

Autor/inn/en	Xu, Ji; Yu, Dandan
Titel	Negative Spillovers from Parental Conflicts and Implied Inequality: Evidence from China
Quelle	In: Education Economics, 30 (2022) 2, S.155-172 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2021.1951171
Schlagwörter	Foreign Countries; Middle School Students; Parents; Conflict; Student Behavior; Behavior Problems; Economically Disadvantaged; Academic Achievement; Student Satisfaction; Peer Influence; Time Management; China + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Eltern; Konflikt; Student behaviour; Schülerverhalten; Schulleistung; Zeitmanagement
Abstract	This study estimates how students suffering from parental conflicts could affect their classmates in Chinese middle schools. We show that children with quarreling parents are more likely to misbehave. Negative spillovers from these potentially troubled peers concentrate on students from economically disadvantaged families. With greater exposure to classmates from troubled families, disadvantaged students would score lower in academic tests, commit more disciplinary infractions, feel less satisfied with being at school, and spend less time on after-school studying activities. In contrast, we find limited effects on advantaged students. These results imply a persistent inequality passing through generations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01