From Living in Cultural and Linguistic Diversity to Equitable Outcomes in Education: An Introduction

Gube, Jan Christian C; Gao, Fang

doi:10.1007/978-981-13-3125-1_1

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…In contrast, previous studies on ethnic minorities in different contexts, such as the U.S. (Gopalan & Brady, 2020) and Hong Kong before the ongoing socio-political turmoil, have revealed significantly weaker belongingness relative to the majority group in society. Similar to Kennedy’s (2016) finding, our observation of a similar or slightly higher level of belongingness among ethnic minority youth relative to Hong Kong Chinese youth may represent the former group’s greater access to resources (e.g., personal networks) needed to maintain their well-being (Bernat & Resnick, 2009; Gube & Gao, 2019), especially in the current socio-political context. Conventional wisdom suggests that compared with ethnic minority groups, ethnic majority groups typically express a higher level of belongingness because they share major characteristics or opinions, including cultural attributes, history, language, and societal traditions (Eck et al, 2017).…”

Section: Discussionsupporting

confidence: 85%

Belongingness and National Belonging among Youth in Hong Kong

et al. 2021

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This study examined the multiplicative associations of the social categories of ethnicity (Hong Kong Chinese, mainland Chinese, or ethnic minorities), gender, and socioeconomic status (SES) with overall belongingness (to one’s self, personal networks, and society) and national belonging to China among youth (aged 18–24 years) in Hong Kong. Our analysis revealed similar levels of overall belongingness and national belonging among ethnic minority youth relative to Hong Kong Chinese youth. The intersectionality of mainland Chinese female youth determined a higher degree of belongingness compared with their male counterparts and Hong Kong Chinese female youth. Although SES was positively associated with belongingness, it was not significantly associated with national belonging to China. We provided explanations of these patterns and recommends policy strategies to strengthen individual and national belongingness.

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Section: Discussionsupporting

confidence: 85%

Belongingness and National Belonging among Youth in Hong Kong

et al. 2021

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“…Howard (2019) investigated that EFL teachers in South Korea possibly face marginalization and challenges of acculturation overseas and he also pointed out that such expatriate teachers may lead to critical gaps in terms of their professional identity and development as English teachers. Moreover, in the setting of the Asian region, Jan and Fang (2019) emphasized that in terms of different ethnic minority groups' educational experience in Asian multilingual contexts, much proper acknowledgment of cultural and linguistic diversity in Asian societies should be encouraged.…”

Section: Cross-culture Understanding (Ccu) and English Language Teachingmentioning

confidence: 99%

Islamic Indonesian EFL students’ responses on English-speaking countries

Yustina¹,

Sukandi²,

Arniman³

2021

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EFL students learn English within the notion of English as an international language. The gap in this research is to study the learning of English as a language to the study of the culture of the English-speaking countries. This gap emerged after cross-culture understanding was taught in a one-semester course at an Islamic state university in Indonesia. Phenomenology is the theory used in this research, within the qualitative research approach and descriptive statistics. 110 respondents were given the questionnaires, with open-ended questions asking four interrelated questions about the United States of America, the United Kingdom, and Australia as the three English-speaking countries. The respondents’ answers in the questionnaire were analysed by using codes, or themes, that later on show the frequency of each theme. The answers were categorized according to the themes and the percentage based on frequency. Thus, the findings of this research highlighted that Indonesian Muslim students have certain themes when looking at English-speaking countries, such as the United States of America, the United Kingdom, and Australia when they learn English as a foreign language.

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From Living in Cultural and Linguistic Diversity to Equitable Outcomes in Education: An Introduction

Cited by 2 publications

References 15 publications

Belongingness and National Belonging among Youth in Hong Kong

Belongingness and National Belonging among Youth in Hong Kong

Islamic Indonesian EFL students’ responses on English-speaking countries

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