Remaining in School in Rural China: Social Capital and Academic Self-Efficacy

Abstract

Despite the significant economic and social transformation, students from rural China continue to remain at significant risk of early school leaving. Little research has addressed the jointly protective roles of family and school resources as well as children’s sense of capability that may increase the likelihood of remaining in school. Data are drawn from the first two waves of a national probability sample of the China Family Panel Studies (CFPS) collected in 2010 and 2012, including households with youth aged 10–15 in 2010 living in rural areas (n = 1503). The results of logistic regression models predicting the likelihood of remaining in school during transition phases of secondary schooling highlight the importance of academic self-efficacy and social capital generated through youth peer networks. Given the severe negative consequences of not finishing secondary school for young people, especially during the later stage of economic transition unfolding in China, findings from this study contribute to an enhanced understanding of the “pull” factors that avert early school leaving. The study offers insight into the design of future low-cost targeted intervention strategies in rural China which could be applied to other middle-income countries.