Mobility, belongingness and schooling experiences of Chinese cross-border students

Anita Kit Wa Chan*, Ming Ming Chiu, Shuyan Yang, Lucille Lok Sun Ngan

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

6 Citations (Scopus)


Globalisation has facilitated massive flows of immigrant students of diverse backgrounds into schools. These developments intensify concerns about immigrant youth's mobility and belongingness, and about the capacity of schools to integrate them into receiving societies. However, the diverse forms, experiences and effects of young schoolchildren's educational mobilities on belongingness are under-researched. This study addresses this gap by examining the links between mobility, belongingness and schooling experiences of 417 Chinese cross-border students (CBS). These students are permanent residents of Hong Kong but live on the mainland and travel across the border to school every day. A structural equation model shows that some dimensions of schooling experiences, notably better relations with local peers and more extracurricular school-based activities in Hong Kong, have stronger links to CBS's belongingness than students’ personal and family characteristics and their hours on cross-border commuting. The implications of the findings, both at theoretical level and for enhancing young mobile child migrants’ belongingness, are discussed.

Original languageEnglish
Article number104870
JournalChildren and Youth Services Review
Publication statusPublished - Apr 2020

Scopus Subject Areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

User-Defined Keywords

  • Child migrants
  • Educational mobilities
  • Hong Kong
  • Primary schools
  • Schooling experiences
  • Sense of belonging


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