Stanford Center on China’s Economy and Institutions is a joint effort of the Freeman Spogli Institute for International Studies and Stanford Institute for Economic Policy Research.
The Economist features Scott Rozelle's research on the impact of the hukou system on rural Chinese students and the high prevalence of cognitive delay in rural toddlers.
This study utilizes semi-structured interviews to explore the status quo of teacher training of rural and urban public primary school teachers in Henan Province China. Our findings showed that both rural and urban teachers had very limited training opportunities available to them. Most of the participants did not find the current training opportunities useful in improving their teaching practices. Both rural and urban teachers desired training in pedagogy, educational psychology, and curriculum. Rural teachers particularly expressed the need for training in ICT and classroom management skills. Observing education experts’ demonstration classes is the most preferred training format. Policy implications are discussed.
This study investigated the association between household characteristics, perceived family support (PFS), and the developmental outcomes (resilience, academic performance, and prosociality) among at-risk students. Our large sample included 1564 primary and secondary school students from poor rural China (M = 11.55 years old). Having a caregiver whose resilience score was in the top 50% of the sample was associated with a 0.48-point increase (or 0.31 d effect size), while having a migrant mother was correlated with a 0.26-point decrease (or 0.17 d effect size). PFS was a significant (p < 0.0001) mediator between household characteristics and developmental outcomes. Our study highlights the link between caregiver resilience and PFS, and the healthy functioning of disadvantaged students in a developing context.
Scott Rozelle visited Middlebury College to speak about his research combating mental health concerns among school children in rural China.
Parental investment in the home language environment during the earliest years is a critical predictor of early language development. Because most studies investigating the home language environment and child language development have been conducted in Western, high-income, and developed settings, less is known about such environments in low- or middle-income settings. This study was conducted in a peri-urban area in Southwestern China in a sample of 81 rural migrant and urbanized farmer families with children aged 18-24 months. The home language environment was measured using Language Environment Analysis (LENA) recorders and software, while early language development was measured using the MacArthur-Bates Communicative Developmental Inventories expressive vocabulary scale. Findings reveal large and substantial variation in the sample's home language environments and a strong association between the home language environment and child language development. Certain demographic characteristics, such as household resources, maternal employment, and gender, are associated with the home language environment. These findings highlight the needs for interventions specifically targeting the home language environment to improve early language development of young children and for more research on early childhood development in peri-urban China.
Wednesday, May 24, 2023 | 11:00 am -12:15 pm Pacific Time
Goldman Room E409, Encina Hall, 616 Jane Stanford Way
China is becoming the first country since the USSR that could challenge the US-dominated world order and the state has spent a huge amount on public diplomacy to influence global opinions. A main goal of China’s public diplomacy efforts is to “tell the China story” well. We examine how “telling the China story” does in the Global South by examining the state-sponsored educational programs which enroll students from the Global South in Chinese universities. One aim is to nurture the next generation of political and business elites who would develop positive attitudes toward the Chinese economic and governance models. We detail China’s public diplomacy effort in this area and evaluate its impact on attitudes toward China’s economic and governance models using original surveys, interviews and generative AI language models' outputs. We further identify policy implications against the backdrop of the ongoing US-China competition.
Yue Hou is the Janice and Julian Bers Assistant Professor in Political Science at the University of Pennsylvania. This year she is a visiting scholar at Stanford Center on China's Economy and Institutions (SCCEI). Yue Hou's research centers on the political economy of non-democracies with a regional focus on China. Yue Hou's research interests include how individual actors (e.g., citizens, firms) interact with the state and state agents that are not held accountable by elections, and how these interactions affect outcomes such as economic growth, government service, quality of institutions, and policy changes.
Scott Rozelle is the Helen F. Farnsworth Senior Fellow and the co-director of Stanford Center on China's Economy and Institutions in the Freeman Spogli Institute for International Studies and Stanford Institute for Economic Policy Research at Stanford University. For the past 30 years, he has worked on the economics of poverty reduction. Currently, his work on poverty has its full focus on human capital, including issues of rural health, nutrition and education. For the past 20 year, Rozelle has been the chair of the International Advisory Board of the Center for Chinese Agricultural Policy, Chinese Academy of Sciences (CAS). Most recently, Rozelle's research focuses on the economics of poverty and inequality, with an emphasis on rural education, health and nutrition in China. In recognition of this work, Dr. Rozelle has received numerous honors and awards. Among them, he became a Yangtse Scholar (Changjiang Xuezhe) in Renmin University of China in 2008. In 2008 he also was awarded the Friendship Award by Premiere Wen Jiabao, the highest honor that can be bestowed on a foreigner.
Hongbin Li is the Co-director of Stanford Center on China's Economy and Institutions, and a Senior Fellow of Stanford Institute for Economic Policy Research (SIEPR) and the Freeman Spogli Institute for International Studies (FSI). Hongbin obtained his Ph.D. in economics from Stanford University in 2001 and joined the economics department of the Chinese University of Hong Kong (CUHK), where he became full professor in 2007. He was also one of the two founding directors of the Institute of Economics and Finance at the CUHK. He taught at Tsinghua University in Beijing 2007-2016 and was C.V. Starr Chair Professor of Economics in the School of Economics and Management. He founded the Chinese College Student Survey (CCSS) in 2009 and the China Employer-Employee Survey (CEES) in 2014.
Hongbin’s research has been focused on the transition and development of the Chinese economy, and the evidence-based research results have been both widely covered by media outlets and well read by policy makers around the world. He is currently the co-editor of the Journal of Comparative Economics.
A NOTE ON LOCATION
Please join us in-person in the Goldman Conference Room located within Encina Hall on the 4th floor of the East wing.
Questions? Contact Garrette Grothe at gtgrothe@stanford.edu
Goldman Room E409, Encina Hall
Background
Mothers’ perception of infant hunger cues is a critical content of responsive feeding, which is central to the promotion of early childhood development. However, only a few studies have examined responsive feeding in China, especially lacking the studies on perceptions of infant hunger cues. Consider the cultural differences, the aim of this study was to describe the perceptions of infant hunger cues of Chinese mothers for infants aged 3 months, and explore the relationship between maternal perceptions of infant hunger cues and different feeding methods.
Methods
A cross-sectional study was conducted with a sample of 326 mothers of healthy 3-month-old infants, including 188 exclusive breastfeeding (EBF) mothers and 138 formula feeding (FF) mothers. It was implemented in four provincial and municipal maternal and child health hospitals. The mothers’ perceptions of infant hunger cues were surveyed by self-reporting questionnaires. Chi-square tests and logistic analysis were applied to analyze the differences in maternal perceptions of infant hunger cues, including the number of hunger cues and the specific cues, between EBF group and FF group by controlling sociodemographic variables and the daily nursing indicators.
Results
We found that a higher proportion of EBF mothers could perceive multiple hunger cues (≥ 2) than FF mothers (66.5% vs.55.1%). For specific cues, the EBF mothers had higher perceptions of infant’s “hand sucking” (67.6% vs. 53.6%) and “moving head frantically from side to side” (34.6% vs. 23.9%), all p < 0.05. Regression analysis revealed that EBF might support mothers to perceive infant hunger cues than FF mothers, with the number of infant hunger cues (OR = 1.70, 95% CI: 1.01–2.85), “hand sucking” (OR = 1.72, 95% CI: 1.04–2.87), “moving head frantically from side to side” (OR = 2.07, 95% CI: 1.19–3.62). The number of infant hunger cues perceived by mothers was also associated with their educational level and family structure.
Conclusion
EBF mothers of 3-month-old infants may be more likely to perceive infant hunger cues than FF mothers in China. It is necessary to increase the health education about infant hunger and satiety cues to caregivers in China, especially among mothers with lower education levels, mothers living in nuclear families, and FF mothers.
Using premier Language Environment Analysis technology to measure and analyze the home language environment, this observational study aims to describe the home language environment and child language ability, drawing on empirical data from 77 households with children aged 18–24 months from rural China. The results show large variation in measures of the home language environment and early language ability, similar to other rural Chinese samples. Results also demonstrate significant correlations between child age and the home language environment, maternal employment and the home language environment, father’s educational attainment and the home language environment, adult–child conversations and early language ability, and child vocalizations and early language ability.
According to World Bank data, only a handful of economies have risen from middle to high-income status since 1960, when economic catch-up growth in many developing economies took off. This article looks at how China compares to other countries stuck at the middle-income level.
Speaker: Yuli Xu, Ph.D. Candidate in Economics at UC San Diego
China’s annual college enrollment has experienced a significant surge, increasing over nine fold from 1 million in 1998 to more than 9.6 million in 2020 due to a massive expansion initiated in 1999. This paper studies the impact of this expansion on US graduate programs by combining administrative data on Chinese college admission with the SEVIS database on foreign students. Our identification strategy leverages city-year-major variation driven by China's college expansion guided by a quota system, which allows us to control for city-year and major-year confounders. Our estimates imply that the college expansion in China can explain 30% of the rise in Chinese graduate student flow to the US during 2003-2015.
The SCCEI Young Researcher Workshops are a bi-weekly series of presentations from scholars around campus who are working on issues related to China’s economy and institutions. The aim of the series is to bring together young scholars by providing a platform to present new research, get feedback, exchange ideas, and make connections. Each session features a single presenter who may present a new research plan, share results from preliminary data analyses, or do a trial run of a job talk or conference presentation. The Workshop Series is an opportunity to give and receive feedback on existing research, get to know other researchers around campus who are working on or in China, and be a testing ground for new ideas, data, and presentations.
Workshops are held every other Tuesday from 2 - 3 pm. Afternoon refreshments will be provided!
Visit the Young Researcher Workshops webpage for more information on the content and format of the series and to learn how to sign up to present.
Goldman Room, Encina Hall, E409