Investigation On Social Integration Of Non-shanghai Secondary Vocational Students

Shanghai,the largest economic and financial center in China,is also an immigrant city.A great number of non-Shanghai natives come to Shanghai to work every year.As they continue to integrate in the city,their spouses and children are slowly becoming new groups in the city.One of the problems that accompany them is the problem of migrant workers' children studying in Shanghai.At present,vocational education in China is developing rapidly,and the number of non-Shanghai secondary vocational students in these schools is increasing.However,influenced by policies,regulations and social concepts,their social integration is not optimistic.On the premise of clarifying the existing integration problems of non-Shanghai secondary vocational students,how to take certain measures to ensure their healthy growth and socialization process is an urgent problem.Unlike the students in nine-year compulsory education,the age of secondary vocational school students is generally between 16 and 18 years old.Because of their psychological and physical development,adolescents of this age are in a very special and critical period.They have more ideas and opinions.They have doubts about the views of their elders and authorities.They have a certain degree of rebellion.They urgently need the support and appreciation of their peers and pursue a sense of belonging.This paper makes an empirical study of Shanghai X Vocational School,aiming at understanding the social integration of non-Shanghai secondary vocational students,and tries to analyze the causes and put forward corresponding countermeasures.The research method tries to combine qualitative and quantitative research,so it mainly adopts literature method,questionnaire survey method and case interview method.Based on the existing research and empirical investigation,this study divides the main factors related to social integration into two categories: school integration and identity integration.School integration is divided into six sub-dimensions,and identity integration is divided into four sub-dimensions.In this paper,non-Shanghai secondary vocational students in these two categories of ten sub-dimensions of the status quo are discussed in detail.According to the statistical data of the questionnaire survey,the social integration of non-Shanghai secondary vocational students is good in general;in school integration,only one sub-dimension shows that there is a significant difference between Shanghai secondary vocational students and non-Shanghai secondary vocational students;in identity integration,non-Shanghai secondary vocational students are different from Shanghai students in the dimension of main contact group.On the dimension of urban belonging,non-Shanghai vocational students in vocational schools are ambiguous about themselves.After analyzing the data of X Vocational School students' according to their majors,we find that the overall integration of all majors is good,and the integration of the second grade is better than that of the first grade.The interview further found that the main reasons for the non-Shanghai secondary vocational school students' integration into Shanghai society were the restriction of family economic situation,the restriction of college entrance examination policy;the lack of understanding of Shanghai culture and the lack of clear career planning goals.At the end of the paper,the results of the empirical study are considered in depth,and the experience of X Vocational School in promoting social integration of non-Shanghai students is summarized,and some suggestions are put forward to further promote social integration of non-Shanghai secondary vocational students.The healthy growth of non-Shanghai secondary vocational students is of great significance to the establishment of a harmonious city and the stable and prosperous development of society in shanghai.The social integration of non-Shanghai secondary vocational students involves a wide range of issues,which requires the joint efforts of education authorities,schools,communities,families and students themselves.Only through multi-party cooperation can we create a fair and equal educational environment for these non-Shanghai secondary vocational students.Only when these students enjoy the same quality of education can they be given practical significance.