| Accompany with the accelerating process of urbanization in China, rural migrant workers moving into cities with a sustained growing trend, and the form of their flowing changed from solitary migration into family migration, and then there are family education problems of migrant children. There are many studies of city family education and rural family education, but studies about migrant children’s family education are very few. Family education is one of the most important ways of children’s initial socialization, and will affect children’s growth and study deeply. Helping migrant children accept scientific and right family education is conducive to resolving issues concerning agriculture, countryside and farmers, and can providing high quality talent for urbanization and country modernization.This study based on Parsons’ social action theory and Bourdieu’s theory of capital. Firstly, investigated the family education actors (actors), family education objectives (action targets), family education methods and family education conditions (action circumstances) and family education perception (action standards), which is the action unit four factors of Parsons’ social action. Then analyzed factors which influencing migrant children’s family education from three aspects, which referenced by Bourdieu’s theory of capital, they are rural migrant workers’job and annual family income (economic capital), rural migrant workers’education background (cultural capital) and rural migrant workers’ residence and residential community. Represent current situations and problems of migrant children’s family education and find the causes by analyzing the536effective questionnaires which gained by convenience sampling in Wuhan city of Hubei province.The research result shows that, there are several problems in migrant children’s family education, such as rural migrant workers’ family education methods, the authoritarian educational mode is common, they focused on their children’s intellectual development but ignored moral education, they focused on scores but ignored the development of abilities; the quantity and forms of parent-child activities are few, their communication topics are few; in migrant children’s education circumstances, study and living environment are poor, lacking in study support; and their family education concept are backward, their understanding of family education contents are unbalanced, and so forth. There still are some good phenomenon in migrant children’s family education, such as almost a half of rural migrant workers’ educational objectives is hoping their children became a person who is contribute to society, and the vast majority of migrant children’s family education actors are their parents, the inter-generational education phenomenon is very little. Moreover, this study found that rural migrant worker’s economic capital, cultural capital and environmental capital influenced migrant children’s family education differently, and their limited capitals caused the quality of migrant children’s education in city seriously affected.Proposed four policy suggestions based on study conclusions, first of all, improving rural migrant workers’urbanization policies, providing equal urban public services, promoting rural migrant workers’family members integrates into city living, providing good social, policy and living environment for rural migrant workers’family education. Secondly, strengthen rural migrant workers’vocational skills and cultural qualities training, increasing rural migrant workers’income to raising their cultural and economic capitals for their family education. Thirdly, enhancing the collaborative aid policy of government, society and enterprises to improve rural migrant workers’social security system, and providing a stable social system to protect rural migrant workers’family education. Fourth, promoting rural migrant workers’establishing correct family education concepts by strengthen the interchanges of communities, schools and other social channels. |
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