A Hermeneutic Phenomenological Inquiry: Risk and Protective Factors for the Left-Behind Children in Shaanxi Province, China, with Gender Comparison
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| Title: | A Hermeneutic Phenomenological Inquiry: Risk and Protective Factors for the Left-Behind Children in Shaanxi Province, China, with Gender Comparison |
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| Language: | English |
| Authors: | Lin Ge |
| Source: | Journal of Research in Childhood Education. 2024 38(4):577-599. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Students, Children, Resilience (Psychology), Affordances, Rural Areas, Well Being, Child Rearing, Academic Achievement, Emotional Response, Child Behavior, Socialization, COVID-19, Pandemics, Family Structure, Barriers, Poverty, Family Environment, At Risk Students |
| Geographic Terms: | China |
| DOI: | 10.1080/02568543.2023.2248224 |
| ISSN: | 0256-8543 2150-2641 |
| Abstract: | This research presents the lived experience of left-behind children living in Shaanxi province of China through the lens of resilience theory. A hermeneutic phenomenological inquiry is employed to identify inner and outer risk factors faced by left-behind children at the primary school level and explore their protective factors (internal assets and external resources). This study attempts to determine how these protective factors can moderate or reduce the repercussions of risk exposure on the children's development. Unstructured observations, including on-site observations of the classroom, life, and interpersonal relationships, were conducted in 2018 and remote classroom observations were completed in 2020 due to the pandemic. There were 51 students (including 28 left-behind children) observed in total. Fourteen 9- to 13-year-old left-behind children, eight guardians, and six teachers participated in interviews. Remote pre-interview activities were specifically employed in 2020. The findings indicate this group's internalized and externalized problems, and the internal assets and external resources. This study would potentially identify viable targets for interventions and socially inclusive education. Resilience-based interventions in policies and practices are recommended to intervene in the trajectory from risk exposure to associated negative effects. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440931 |
| Database: | ERIC |
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