Family background, parenting practices, and child outcomes : Chinese migrants’ offspring in Hong Kong

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journal

1 Scopus Citations
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Original languageEnglish
Pages (from-to)263–282
Journal / PublicationChinese Journal of Sociology
Issue number3
Online published21 Feb 2019
Publication statusPublished - Jul 2019


Using data from the 2011 population census and the Hong Kong Panel Study of Social Dynamics, this paper examines the academic performance and non-cognitive skills of the children of Chinese migrants in Hong Kong aged 14 and below. Our analyses show that the poorer academic performance of Chinese migrants’ children results mainly from disadvantageous family background and parenting practices. Children of cross-border and migrant families do not differ from children of natives in Chinese, mathematics, or English, once parental education and parent–child communication about school life are controlled for. Children from migrant families have significantly higher levels of non-cognitive ability than children of natives. Our analyses also show that parental education is positively associated with Chinese and English performances; parents talking with children about school life significantly improves children’s performance in Chinese, mathematics, and English; and parental migrant status and parenting practices have positive effects on non-cognitive skills.

Research Area(s)

  • academic performance, children of Chinese migrants, Family background, Hong Kong, non-cognitive skills, parenting practices