A Hermeneutic Phenomenological Inquiry: Risk and Protective Factors for the Left-Behind Children in Shaanxi Province, China, With Gender Comparison

ABSTRACT

This research presents the lived experience of left-behind children living in Shaanxi province of China through the lens of resilience theory. A hermeneutic phenomenological inquiry is employed to identify inner and outer risk factors faced by left-behind children at the primary school level and explore their protective factors (internal assets and external resources). This study attempts to determine how these protective factors can moderate or reduce the repercussions of risk exposure on the children’s development. Unstructured observations, including on-site observations of the classroom, life, and interpersonal relationships, were conducted in 2018 and remote classroom observations were completed in 2020 due to the pandemic. There were 51 students (including 28 left-behind children) observed in total. Fourteen 9- to 13-year-old left-behind children, eight guardians, and six teachers participated in interviews. Remote pre-interview activities were specifically employed in 2020. The findings indicate this group’s internalized and externalized problems, and the internal assets and external resources. This study would potentially identify viable targets for interventions and socially inclusive education. Resilience-based interventions in policies and practices are recommended to intervene in the trajectory from risk exposure to associated negative effects.

KEYWORDS:

• Chinese left behind children
• hermeneutic phenomenology
• inquiry
• resilience theory

Acknowledgments

I would like to thank all the participants who inspired me to stick to my hopes and dreams despite experiencing adversity. Your persevering stories will go on invigorating me in my lifetime.

Disclosure statement

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

Notes

1. The proportion of left-behind children suffering from anxiety or depression is higher than that of other children. In addition, girls are inclined to lose their temper without reasons. Overall, their confusion index (i.e., likelihood of getting disoriented and upset) is higher than that of non-left-behind children.