Social Capital, Resilience and Social Integration of Chinese Migrant Children

Abstract

This study attempts to explore the impact of multi-dimensional social capital and resilience on migrant children’s social integration, in China so as to provide theoretical and practical implications for social policies and social work intervention toward Chinese migrant children. A total of 461 valid samples from primary schools of Guangzhou were surveyed for analysis. By running three regression models, the direct and indirect effects of family, school, and community social capital were observed. Besides, the mediation effect of the resilience was estimated. In order to confirm the mediation effect of the resilience, the Bootstrap method was used to examine the mediating effect of the resilience. The results showed resilience is the most influential factor, followed by three forms of social capital, family social capital, school social capital, community social capital. In addition, length of time living in Guangzhou, self-efficacy, the frequency of engaging in activities provided by social workers, and average monthly household income were significant factors. It is worth noting that three forms of social capitals have a direct impact on social integration, and they also affect social integration through the mediating role of the resilience. Further research can examined the causal relationship amongst the integration, social capital and resilience of migrant children by collecting longitudinal data or panel data. Moreover, future research could investigate how welfare policies and social work practice improve social integration of migrant children through effecting both their social capital and individual resilience.

Keywords:

• Social capital
• resilience
• social integration
• migrant children
• China

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study received funding support from the 2021 Guangdong Province Philosophy and Social Science Planning Project [grant number: GD21CSH01], the 2020 Guangdong Province Philosophy and Social Science Planning Project [grant number: GD20CGL02], the 13th Five Year Plan Project of Education Science in Guangdong Province (Special Project of Moral Education) [Project code: 2020JKDY017], Guangzhou Social Science Planning Project [Project code: 2020GZGJ67], the South China Normal University Research and Development Fund Project for Young Teachers [Project code: 20SK08].