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Grandmothers, Formal Care, and Educational Advantage in China

Short, Susan E.; & Sun, Rongjun. (2004). Grandmothers, Formal Care, and Educational Advantage in China. Research in the Sociology of Education, 14, 7-31.

Short, Susan E.; & Sun, Rongjun. (2004). Grandmothers, Formal Care, and Educational Advantage in China. Research in the Sociology of Education, 14, 7-31.

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Among US children, research indicates that early childhood experiences, including the child care environment, affect later educational outcomes. Yet, research on educational stratification in low-income countries rarely features the preschool years. We investigate the organization of child care among preschoolers in China. In-depth interviews reveal that grandmother care & formal care are highly desirable. Formal care, in particular, is perceived to provide educational advantage. Using China Health & Nutrition Survey (CHNS) data, & mixed random effects logit models, we explore the determinants of grandmother care & formal care. Results suggest that poverty is associated with gender bias; in low-income households, boys without siblings are especially likely to receive formal care. These results call for greater attention to early childhood in research on educational stratification in China & other low-income settings. 6 Tables, 50 References. Adapted from the source document.




JOUR



Short, Susan E.
Sun, Rongjun



2004


Research in the Sociology of Education

14


7-31







10.1016/S1479-3539(03)14002-5



134