Analysis About The Influence Of Family Factors Of Ecological Immigrants On Educational Expectations

The ecological immigration policy implemented by China government in the western ethnic areas with fragile ecological environment has gradually become a win-win initiative to protect the regional ecological environment and solve the poverty problem.The livelihood reconstruction and poverty alleviation of the ecological resettlement households who moved to the new place involves economic,cultural,community and other aspects.The support project can only solve the temporary economic difficulties of the immigrants when they move in,in order to complete the transformation from blood transfusion to "hematopoietic",it needs to start from the thoughts of immigrants and change their concept of life and production.The change of the educational concept of immigrant households can improve the immigrant groups’ overall quality and their adaptability and livelihood reconstruction ability in the place of immigration.While,the change of immigration education concept will be influenced by all aspects from family and social environment.Through theoretical analysis and combing,this paper divides the descriptions of some concepts about ecological immigration at home and abroad.At the same time,it sorts out scholars’ common analysis angles about influence factors on "educational expectations" : family factors and school factors.Among them,the family factors are specifically divided into the parental level,the child level,the parental involvement level and the family background level.Due to the reality of the questionnaire data,School factors are not much discussion in this article.In addition,the measurement dimension of “social integration” is divided.The dimensions commonly used by scholars generally include economic integration,cultural integration and community integration.The economic integration of ecological migration mainly involves three aspects: production mode,occupation,and people’s livelihood.Cultural integration has the distinction of explicit and implicit integration.Community integration includes three aspects: community participation,community interaction and community trust.The discussion of this paper on the influencing factors of educational expectations is carried out from the perspectives of family factors and social integration.In western Inner Mongolia,the overall environment of immigrant villages in Erdos and Bayannaoer,however,is very different.Education expectations have differed under the influence of different local social environments.Based on the consideration of social environment differences,this paper uses the 506 questionnaire data surveyed from 12 representative immigrant villages in western Inner Mongolia in February 2018,and analyzes the influence of family factors of ecological immigrants on educational expectations by using the integration of social integration as a mediator.The results of data analysis show that:(1)Among the three aspects of social integration,the mediation of economic integration and cultural integration is not significant,but “the age of the host”,“the occupation of the host” and “education input” in family factors have a significant effect on the "educational expectation" under the intermediary role of " community construction ".(2)the intermediary role of community integration has a negative impact,that is,the better the community integration of the immigrant households is,the lower their educational expectations towards their children goes.And the further result of regression by dividing the regions shows that: in Bayannaoer,the educational environment and facilities are not as good as those in Ordos,the educational concept of the immigrants there is affected by the local adverse environment,as a result,there educational expectations for children are not high.Based on the results of this study,this paper proposes some policy recommendations to improve the quality of living environment in all aspects of immigrant villages,and the degree of community integration of immigrant households in new immigrants,so that immigrants enable to gain an upward education concept in active community integration,which can lead to the endogenous dynamics of livelihood restoration,and free the immigrants from poverty as soon as possible.