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Introduction: Inadequate care during early childhood can lead to long-term deficits in skills. Parenting programmes that encourage investment in young children are a promising tool for improving early development outcomes and long-term opportunities in low-income and middle-income regions, such as rural China. Methods: We conducted a systematic review and a meta-analysis to investigate the prevalence of early developmental delays and stimulating parenting practices as well as the effect of parental training programmes on child development outcomes in rural China. We obtained data in English from EconPapers, PubMed, PsycARTICLES, Cochrane Library, Web of Science and Scopus (Elsevier) and in Chinese from China National Knowledge Infrastructure, Wanfang Data and VIP Information. We conducted frequentist meta-analyses of aggregate data and estimated random-effects meta-regressions. Certainty of evidence was rated according to the Grading of Recommendations Assessment, Development and Evaluation approach. Results: We identified 19 observational studies on the prevalence of developmental delays and stimulating parenting practices for children under 5 years of age (n=19 762) and ten studies on the impact of parental training programmes on early child development (n=13 766). Children’s risk of cognitive, language and social-emotional delays in the rural study sites (covering 14 provinces mostly in Central and Western China) was 45%, 46%, and 36%, respectively. Parental training programmes had a positive impact on child cognition, language and social-emotional development. Conclusion: There is evidence to suggest that early developmental delay and the absence of stimulating parenting practices (ie, reading, storytelling and singing with children) may be prevalent across rural, low-income and middle-income regions in Central and Western China. Results support the effectiveness of parental training programmes to improve early development by encouraging parental engagement.
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BMJ Global Health
Authors
Dorien Emmers
Alexis Medina
Scott Rozelle
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Assistant Professor, Chinese Studies, KU Leuven
Assistant Professor, Economics, KU Leuven
Research Affiliate, Rural Education Action Program
dorien_emmers.jpg PhD

Dorien Emmers is an assistant professor in Chinese Studies and Economics at KU Leuven. Her research interests center around the economics and measurement of human capital formation and social mobility. She has been involved in the design and evaluation of field experiments testing the effectiveness of early childhood interventions in rural China. She’s currently working on the observation-based measurement of early skill formation. Dorien previously worked as a lecturer on Chinese politics at the KU Leuven Chinese Studies Unit and was a Postdoctoral Scholar at the Stanford Center on China's Economy an Institutions. She completed her Ph. D. in Economics at KU Leuven LICOS — Centre for Institutions and Economic Performance. She previously graduated magna cum laude from the Bachelor and Master of Arts in Sinology and the Master of Science in Research in Economics at KU Leuven. She considers her background in the non-disciplinary-specific study of the Chinese language and area as a perfect complement of the non-area-specific discipline of economics.

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Background: Attention deficit hyperactivity disorder (ADHD) is a widely recognized mental health problem in developed countries but remains under-investigated in developing settings. This study examines the prevalence, correlates, and consequences of ADHD symptoms among elementary school students in rural China. Methods: Cross-sectional data were collected from 6,719 students across 120 rural primary schools in China on ADHD symptoms, demographic characteristics, and academic performance in reading and math. ADHD symptoms were evaluated using the caregiver-reported ADHD Rating Scale-IV. Results: The prevalence of ADHD symptoms was 7.5% in our sample. Male students, students in lower grade levels, and students with lower cognitive ability showed a significantly higher prevalence of ADHD symptoms (ORs = 2.56, 2.06, and 1.84, respectively; p<0.05). Left-behind children showed a significantly lower prevalence of ADHD symptoms than did children who were living with their parents (OR = 0.74, p < 0.05). Adjusted regressions show that students with ADHD symptoms scored 0.12 standardized deviations lower in reading (p < 0.05) and 0.19 standardized deviations lower in math (p < 0.01). Limitations: The ADHD Rating Scale-IV is a screening scale rather than a diagnostic test. Caregiver self-report measures also may underestimate ADHD symptoms for our sample. Conclusions: ADHD is a common disorder among rural students in China and appears to be contributing to poor academic outcomes. The higher prevalence of ADHD among students with low cognitive ability also suggests that many rural children in China face multifactorial learning challenges. Taken together, the findings indicate a need for educators and policymakers in rural China to develop programs to reduce risk and support students with ADHD symptoms.

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Journal of Affective Disorders
Authors
Huan Wang
Scott Rozelle
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"[Rozelle and Hell's] fresh book, Invisible China, focuses on an issue that has received little attention, China’s vast, isolated and long-neglected rural population. As the authors see it, the rural challenge has ‘remained invisible for too long, not only to the outside world but also to many Chinese’."

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This article was first published by The Guardian on July 1, 2021. It was later published by Taipei Times on July 7, 2021.

You can read the full article online at The Guardian or Taipei Times

"When Wang Zhenyu moved out of his small village in central Henan province to the coastal city of Dalian at 18, he was astonished. “It was like a culture shock for me, even though it was just a big city in my country, not a foreign land.” A few years later when he was enrolled in Peking University as a graduate student, he found much fewer students in the country’s top university coming from a similar background to his.

Growing up in a small village of 2,000 farmers, many of Wang’s childhood friends dropped out of school after finishing their nine years of compulsory education. Now with a decent academic job, Wang begins to experience “reverse culture shock” every time he goes back to his village for the annual lunar new year.

“When I get together with my childhood friends in my village, the number of attendees reduces every year. Some went out to be migrant workers in big cities then never came back; others have gotten used to the life as villagers. It’s the poverty that is dividing us. It’s a vicious circle.”

As China grows wealthier as a country, its gaps between rich and poor, urban and rural also increase. Although the country’s official Gini coefficient, a measurement of income inequality, has improved slightly in recent years, experts have also questioned its accuracy. Last May, Premier Li Keqiang revealed that 600 million citizens only earn about 1,000 yuan (£112) a month, indicating the extent of the problem. Many worry the Covid pandemic may have reversed the trend."

Read the Full Article

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Xi Jinping himself has warned China’s wealth gap is not only economic but political and could threaten party’s legitimacy. Scott Rozelle is quoted sharing just how rare it is for someone in China to move from living in poverty in rural China to the ranks of the educated middle class. This article authored by Vincent Ni is also featured in Taipei Times.

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"As the ruling Communist Party celebrates its 100th anniversary this week, China’s leaders face formidable economic challenges, from falling birth rates and income inequality to rural-urban opportunity gaps." Scott Rozelle shares his insights.

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This article was originally published in The Wire China on June 20, 2021. You can see the full article here.

Q: In your book, Invisible China, you paint a stark portrait of rural China and those left behind in the country’s economic boom, and you offer some dire warnings about the consequences of such a large and potentially growing underclass. Can you tell us how and why they’ve been left behind?

 

A: Well, China has 1.4 billion people, and nearly 70 percent of them are rural. That’s more than 900 million people. That means one out of nine people in the world is from rural China. They’re factory and construction workers. They’re in the informal service sector. They’re the ones who sweep the streets and collect the garbage and deliver the packages to the door and open little stores and sit on the curbside and hawk apples and plums. 

The ironic thing is that even though there are so many of them, in many ways they are invisible to the outside world. They mostly live in villages in central and western China, which is a separate world from the cities that we see on CNN or read about in The New York Times. They have to send their kids to rural schools in their own remote local counties. They get their health care in home counties. 

In fact, in a number of ways it’s very much like the United States. We have 40,000 school districts in the United States. China has 40,000 school districts. All the school districts in the U.S. are funded by local property taxes. So if you’re rich, like Palo Alto [California] or Cambridge [Mass.], you have lots of resources to invest in your schools. About the only people they hire as new teachers at Palo Alto High School have PhDs. But if you’re in Fresno, California, or in the Appalachians or Mississippi, property taxes are really low, so the localities cannot afford to have very good schools. 

The same thing happens in China. Schools are supported by local fiscal resources, which in rural counties are terribly scarce. So you’ve got this system where there’s really two castes: a rural caste and an urban caste. You can move from rural to urban if you get a college degree but that tends to be very hard.

In fact, China has some of the highest rates of inequality in the world. And yet many of these people will say, “I’m much better off than my parents were…” And until now, this has sort of allowed them to buy into the system. There is also a long-held belief that the progress of the past will continue; that they will be better off 10 years from now. This is the China dream. 

But if some of those people at the bottom begin to lose hope that the future will be better — and, if they see the lives of others, meanwhile, continuing to improve — you could start to have the emergence of a polarized society where wages for those in the lower income strata start to top off or even fall, and their employment prospects also fall. People could begin to say, “I don’t know what my life is going to be like 10 years from now.” 

That’s what I try to address in the book; precisely that danger. It’s not a 100 percent certainty that the economy is going to unfold in that way, but if polarization does begin to emerge, hope for a better life would begin to fade for a large segment of society. And if it is going to happen, it is likely to begin to unfold now, since this often happens when a nation tries to go from an upper middle income society to a high income one; the nature of jobs change and the nature of opportunities in high-skilled economies changes.

Read the full Q&A.

 

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In this article by the Wire Scott Rozelle, SCCEI Co-Director and development economist, talks about the middle income trap, educating China's children, and why we should all want China's economy to succeed.

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"Other countries might be able to address their shrinking workforce by replacing quantity with quality. But according to Invisible China, a new book by Scott Rozelle and Natalie Hell, the Chinese labour force has one of the lowest levels of education of any comparable country..."

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