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Empowering Mothers to Remedy Educational Inequality in Rural China: A Qualitative Study on Parent-Child Companionship

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Bibliographic Details
Title: Empowering Mothers to Remedy Educational Inequality in Rural China: A Qualitative Study on Parent-Child Companionship
Language: English
Authors: Lin Deng, Alice Hsun-Fang Hsu
Source: AERA Online Paper Repository. 2025.
Availability: AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Peer Reviewed: Y
Page Count: 7
Publication Date: 2025
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Foreign Countries, Mothers, Rural Areas, Academic Achievement, Well Being, Middle School Students, Parent Participation, Parenting Styles, Parent Child Relationship, Low Income Groups, Intervention, Program Effectiveness, Parent Role, Equal Education, Workshops, Summer Programs
Geographic Terms: China
DOI: 10.3102/2198349
Abstract: This qualitative case study investigates a parent-focused intervention program in a rural Chinese village aimed at improving both academic performance and well-being among middle school students. Informed by the concept of parent involvement constitutes a crucial form of social capital, the study explores effective parenting practices, parent-child interaction techniques, and companionship strategies used by five caregivers from low socioeconomic backgrounds. The intervention utilizing parent-child co-participating workshop format, significantly improved students' academic outcomes. It enhanced parents' understanding of child-rearing practices, enabling them to provide effective academic and emotional support for their children despite their limited education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678401
Database: ERIC
Description
Abstract:This qualitative case study investigates a parent-focused intervention program in a rural Chinese village aimed at improving both academic performance and well-being among middle school students. Informed by the concept of parent involvement constitutes a crucial form of social capital, the study explores effective parenting practices, parent-child interaction techniques, and companionship strategies used by five caregivers from low socioeconomic backgrounds. The intervention utilizing parent-child co-participating workshop format, significantly improved students' academic outcomes. It enhanced parents' understanding of child-rearing practices, enabling them to provide effective academic and emotional support for their children despite their limited education.
DOI:10.3102/2198349