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• Migrant children with rural background have significant negative peer effects. • Urban-urban migrant children have no negative peer effects. • The negative peer effects are significantly found in low-and middle-ranked schools. • The negative peer effects might occur through endogenous and correlated effects. This paper analyzes whether internal migrant children have negative peer effects on students' academic achievements and to explore the mechanisms of these effects, if present. We firstly divided the migrant students into different groups according to their migrant experience. We then examined peer effects of different groups of migrant children, and the effects in differently ranked schools were particularly explored. It is found that rural-urban migrant children had negative peer effects, particularly in low- and middle-ranked schools, while the urban-urban migrant children had no negative peer effects. Endogenous and correlated effects are found as the mechanism of these peer effects. [ABSTRACT FROM AUTHOR]

This study uses the rational action model to explore the reasons for students' different choices regarding studying abroad. Based on a longitudinal survey of 2255 college students in Beijing, this study examines their intentions and final participation in studying abroad simultaneously. It finds that both individual attributes and family backgrounds are related to students' choices. Students with better academic performance, stronger motivation and commitment to study, and those from privileged families have greater intentions to study abroad. Once they formed the intentions of studying abroad, their academic abilities play more important role in their final success than their family backgrounds. The findings provide important implications for policies in terms of higher education internationalization. • Students from privileged families have a greater intention to study abroad. • Students with better academic abilities have a greater intention to study abroad. • Students from privileged families have more chance to study abroad successfully. • Students with better academic abilities have more chance to study abroad finally. • Students with higher academic motivation are more likely to realise their intention. [ABSTRACT FROM AUTHOR]

This study examined the learning experiences of Western students in Chinese universities. Thirty Western students were selected for in-depth interviews. It was found that Western students in Chinese universities faced many academic challenges. The experiences of these students involved both intercultural education and reverse mobility. The challenges they faced were related to both pedagogical and cultural differences between China and the West and the perceived inferior educational quality provided by Chinese universities. In facing these academic challenges, Western students in Chinese universities remained negative. They had low motivation to adapt to the 'different and inferior' educational environment and failed to call for a change of the educational provisions in the host universities. It is found that the micro-level experiences of international students were highly influenced by the macro-level global academic system and its hierarchy. • Western students face many academic challenges in Chinese universities. • The academic challenges come from intercultural education and reverse mobility. • Western students perceive the education in China as being 'different and inferior'. • The responses of Western students to these academic challenges are negative. • Western students' perceptions are affected by global inequality in academic system. [ABSTRACT FROM AUTHOR]