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Left-Behind Children Delinquency — Jiangyan , Jiangsu

Left-Behind Children Delinquency — Jiangyan , Jiangsu. Bingxin Xiao, Dong Wang Congcong Gao, Jing Shen. Left-Behind Children in China. Left-Behind Children Rural areas One or both their parents are migrant workers Stay at home with grandparents or alone

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Left-Behind Children Delinquency — Jiangyan , Jiangsu

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  1. Left-Behind ChildrenDelinquency —Jiangyan, Jiangsu Bingxin Xiao, Dong Wang Congcong Gao, Jing Shen

  2. Left-Behind Childrenin China • Left-Behind Children • Rural areas • One or both their parents are migrant workers • Stay at home with grandparents or alone • The reasons of phenomenon • No time to look after their children • Low salary hard to support the children’s living fees in city • Residence system influences enrollment of children University of Maryland

  3. Background Proportion for Migrant workers : Left-Behind Children = 7:1 Source: All-China Women Federation Source: Bureau of Census, China University of Maryland

  4. Maps University of Maryland

  5. The Reasons We Choose Jiangyan Source: Annual Report, Public Security Bureau of Jiangyan University of Maryland

  6. Theoretical Framework • Social Bond Theory • Attachment： • Affection and sensitivity to others • Commitment： • Investment in conventional society or stake in conformity • Involvement ： • Being busy, restricted opportunities for delinquency • Belief： • Degree to which person thinks they should obey the law University of Maryland

  7. Data Collection • Target population: school children aged 10-14 • 2 elementary schools • 4 grades (3, 4, 5, 6) • Sample • Nonprobability Sampling: convenience sampling • Sample size: • 172 questionnaires for four grades students in two elementary schools • 156 responded and 16 missing • 153 valid University of Maryland

  8. Assumption University of Maryland

  9. Variables • Independent Variables • Gender • Age • Left or non left behind children • Attachment to parents • Attachment to teachers • Attachment to peers • School commitment • Beliefs of police • Involvement in school activities University of Maryland

  10. Variables • Dependent Variables • Assault • School delinquency • Public disturbance University of Maryland

  11. Measurement • Social bond are all measured by Likert Scale • Responses are coded as 1=never, 2=rarely， 3=sometimes, 4=generally, 5=always • The conventionality of peers reverse coded • The higher the score, the greater the social bond • Juvenile delinquency are all measured by Likert scale • Response are coded as 1=always, 2=generally, 3=sometimes, 4=rarely, 5=never • The lower the score, the more the juvenile delinquent behaviors University of Maryland

  12. Measurement(Cont.) University of Maryland

  13. Basic Sample Information University of Maryland

  14. Descriptive Statistics for the Variables University of Maryland

  15. Data Analysis of Variables University of Maryland

  16. Interpretation for Table2 • Left or non left ( Table2) • Parents want to help me, want to be like the kind of persons parents are, parents know where I am, my friends tend to get in trouble with their parents, I try hard in school, attendance to school is important, and believe police treat me fairly are statistically significant in liner regression. Left-behind children has weaker attachment in parents and peers, commitment and belief in police than that of non left-behind children University of Maryland

  17. Data Analysis of Variables University of Maryland

  18. Interpretation for Table3 • Assault(Table 3) • There exists significant relation between want to be like parents, want to be like teachers and assault • School Delinquency(Table 3) • There are strong relation between want to be like parents and want to be like teachers and school delinquency • Public disturbance(Table 3) • The relation between want to be like teachers, try hard in school and public disturbance is strong University of Maryland

  19. Data Analysis and Interpretation(cont.) • We can conclude that once the attachment weakens, children’s behavior of assault and their school delinquency tend to increase. Besides, as the attachment to parents and try hard in school decrease, public disturbance goes up(Table 3) University of Maryland

  20. Conclusions • With the weakening of attachment and school commitment, children’s assault and school delinquency increase. Besides, left-behind children are more inclined to involve in assault and school delinquency than non-left behind • The weakening of attachment and school commitment has certain impact on children’s public disturbance University of Maryland

  21. Conclusions(cont.) • Our sample data indicate that involvement and belief have no significant influence on children’s assault, school delinquency and public disturbance  • Attachment is the most important factor University of Maryland

  22. Recommendations • Help the children communicating with their parents • Letter • Phone call • Training programs for their guardians • Develop interests and hobbies, enrich the children life • Art training • After-school activities • Psychological consultation • Establish boarding school

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