A systematic review of studies on ethnic minority youth development in Hong Kong: an application of the ecological framework

Arat, Gizem; Hoang, Andrew Pau; Jordan, Lucy P.; Wong, Paul

doi:10.1080/17525098.2017.1254716

Cited by 21 publications

(6 citation statements)

References 58 publications

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“…In addition, Jia [ 34 ] has suggested that students who have been insulted, devaluated, or threatened because of their academic achievement tend to have higher levels of anxiety and exhibit more aggressive behaviours. Although research has validated perceived academic discrimination’s negative association with adolescents’ development, few empirical studies have investigated that relationship among ethnic minority adolescents, despite their tendency to demonstrate poor academic achievement [ 35 ]. In response, our study explored the relationship between perceived academic discrimination and developmental outcomes among ethnic minority adolescents in mainland China.…”

Section: Introductionmentioning

confidence: 99%

Perceived Discrimination at School and Developmental Outcomes among Bai Adolescents: The Mediating Roles of Self-Esteem and Ethnic Identity

Zhao

Ngai

2022

IJERPH

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Although discrimination is widely acknowledged to impair developmental outcomes among ethnic minority adolescents, literature differentiating discrimination based on personal characteristics and group membership is lacking, especially in Chinese contexts, and the mechanisms of those relationships remain unclear. In response, the study presented here examined whether self-esteem mediates the relationship between perceived academic discrimination and developmental outcomes among such ethnic minority adolescents, and whether ethnic identity mediates the relationship between perceived ethnic discrimination and developmental outcomes. Multistage cluster random sampling performed in Dali and Kunming, China, yielded a sample of 813 Bai adolescents whose data was analysed in structural equation modelling. The results indicate that perceived academic discrimination had a direct negative effect on adolescents’ mental health, while perceived ethnic discrimination had direct negative effects on their behavioural adjustment and social competence. Perceived academic discrimination also indirectly affected adolescents’ behavioural adjustment, mental health, and social competence via self-esteem, whereas perceived ethnic discrimination indirectly affected their behavioural adjustment and social competence via ethnic identity. These findings deepen current understandings of how perceived discrimination, self-esteem, and ethnic identity affect the developmental outcomes of ethnic minority adolescents and provide practical recommendations for policymakers and social workers to promote those outcomes in China.

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Section: Introductionmentioning

confidence: 99%

Perceived Discrimination at School and Developmental Outcomes among Bai Adolescents: The Mediating Roles of Self-Esteem and Ethnic Identity

Zhao

Ngai

2022

IJERPH

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“…In sum, existing studies have primarily focused on risk factors or negative consequences, which has resulted in "victim blaming" among diverse minority groups (Bhowmik and Kennedy, 2016), particularly on ethnic minority youth' schooling (Arat et al, 2016). Our systematic review study revealed that most available studies on ethnic minorities focused on ethnic minority youth and their academic performance from a risk-based approach in Hong Kong (e.g.…”

Section: Experiences Of Ethnic Minorities Combating Covid-19 In Hong ...mentioning

confidence: 96%

“…In sum, existing studies have primarily focused on risk factors or negative consequences, which has resulted in “victim blaming” among diverse minority groups (Bhowmik and Kennedy, 2016), particularly on ethnic minority youth’ schooling (Arat et al. , 2016).…”

Section: Introductionmentioning

confidence: 99%

Cultivating resilience among Hong Kong's underprivileged ethnic minority groups in the face of a pandemic through a social justice lens

Arat¹,

Eryigit-Madzwamuse

Hart

2023

EDI

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PurposeIn this study, the authors investigated ways to cultivate resilience through a social justice lens among ethnic minorities against COVID-19 in Hong Kong.Design/methodology/approachA qualitative (case study) methodology was adopted to interview 15 social service providers from diverse ethnic backgrounds serving disadvantaged ethnic minority groups (South and Southeast Asian groups from low-income households, foreign domestic workers and asylum seekers/refugees).FindingsTwo major protective factors were identified, contributing to the development of resilience among diverse ethnic groups: (1) individual-based resilience (including being optimistic) and (2) socio-environmental factors (including ongoing support from strong family, peer and religious settings' support, consulates' support, on-going material and nonmaterial donations, support of young volunteers and importance of online connection and communication) using the integration of resilience and social justice frameworks.Originality/valueThis study showed that the protective factors were found to dynamically interact with each other and the environment. The present study recommends additional culturally sensitive service and policy implications for preventing the long-term impact of mass crises among Hong Kong's marginalized minorities.

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“…L2 Chinese speaking children in Hong Kong constitute approximately 6.4% of the Hong Kong children population ( Census and Statistics Department, HKSAR, 2011 ). These students encounter great challenges in language and literacy development in Hong Kong public schools ( Arat et al, 2016 ; Zhou et al, 2018 ). However, these children are expected to acquire Chinese and English language and literacy skills alongside their L1 Chinese speaking peers.…”

Section: Introductionmentioning

confidence: 99%

Invented spelling in English and pinyin in multilingual L1 and L2 Cantonese Chinese speaking children in Hong Kong

Zhou

McBride

2023

Front. Psychol.

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This research examined the relations among Cantonese phonological awareness, invented spelling in Pinyin (in Mandarin), and invented English spelling in 29 first language (L1) and 34 s language (L2) Cantonese-speaking second and third graders in Hong Kong. The purpose of this study was to understand how phonological awareness skills across languages are associated in multilinguals. We compared the phonological skills in the two groups (i.e., L1 and L2 Chinese speaking children) for the three official languages (i.e., Cantonese, Mandarin, and English) spoken in Hong Kong. The two groups did not differ on Cantonese phonological awareness, Mandarin Pinyin invented spelling, or English invented spelling, but the L1 group performed significantly better than the L2 group on Mandarin Pinyin tone skills, with non-verbal intelligence and grade level statistically controlled. In both groups, all three of the phonological sensitivity measures were significantly correlated with one another. With group, grade, and nonverbal IQ statistically controlled, only Mandarin Pinyin invented spelling but not Cantonese phonological awareness uniquely explained English invented spelling performance. In contrast, Pinyin invented spelling was uniquely explained by both English invented spelling and Cantonese phonological awareness skills. Results highlight some phonological transfer effects across languages.

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A systematic review of studies on ethnic minority youth development in Hong Kong: an application of the ecological framework

Cited by 21 publications

References 58 publications

Perceived Discrimination at School and Developmental Outcomes among Bai Adolescents: The Mediating Roles of Self-Esteem and Ethnic Identity

Perceived Discrimination at School and Developmental Outcomes among Bai Adolescents: The Mediating Roles of Self-Esteem and Ethnic Identity

Cultivating resilience among Hong Kong's underprivileged ethnic minority groups in the face of a pandemic through a social justice lens

Invented spelling in English and pinyin in multilingual L1 and L2 Cantonese Chinese speaking children in Hong Kong

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