‘Out of School’ Ethnic Minority Young People in Hong Kong

Bhowmik, Miron Kumar; Kennedy, Kerry John

doi:10.1007/978-981-10-0327-1

Cited by 26 publications

(12 citation statements)

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“…In comparison to Hong Kong schools, classroom environments in the home country of these students are considered even more dominated by teachers, and authoritarian forms of classroom management are more commonly adopted. This accords with the observation of Bhowmik (2014) that ethnic minority students are often very much aware of their home country schooling experiences so that they respond to similarities that they experience in Hong Kong. This is an important area for future investigation if ethnic minority students' responses to assessment practices are to be properly understood.…”

Section: Perceptions Of Ethnic Minority and Chinese Students On Assessupporting

confidence: 88%

Student perception of assessment practices: towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong

2014

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As part of a wide-scale education reform, Hong Kong schools have been focusing on the creation of 'no loser' classrooms that support learning for all students (Education Commission 2000). This article examined both groups of ethnic minority and Chinese students' perception of assessment practices and the extent to which classroom practice is consistent with preferred assessment practices. The 11 items of assessment practices list, developed by Brown et al. (2009a), were used to investigate the perceptions of 1,518 student respondents from 15 primary and secondary schools, in which a large number of ethnic minority students were accommodated. A confirmatory factor analysis showed that the respondents in the group from secondary schools viewed teacher-dominated assessment as the most important assessment practice in the model examined (Brown et al. Learning and Instruction, 19(2), 97-111, 2009b) whereas those in the primary group considered teacher-student interactive assessment as the most important practice. Also, three perceptions of assessment practices of ethnic minority students were confirmed: teacher-dominated, studentcentred and teacher-student interactive. Amongst them, the most preferred one was the teacher-student interaction assessment practice. Finally, the implications of the creation of a no loser classroom for all students are discussed.

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Section: Perceptions Of Ethnic Minority and Chinese Students On Assessupporting

confidence: 88%

Student perception of assessment practices: towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong

2014

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“…This study found racism against minoritised youth participants as a stressor. Racism experienced by minoritised people is widely reported in various other research too (Bhowmik & Kennedy, 2016;Equal Opportunities Commission, 2016;Kapai, 2015). Previous acculturation research on Mainland Chinese students and immigrants also found prejudice and discrimination as stressful (Bhowmik et al, 2018;Vyas & Yu, 2018;Chan, 1998;Wong, 2002).…”

Section: Discussionmentioning

confidence: 96%

“…Similar to numerous international research (Smith & Khawaja, 2011) and local studies on Mainland Chinese immigrants and students (Bhowmik et al, 2018;Vyas & Yu, 2018;Wong, 2002), this study also has identified language barriers as a major acculturative stressor. Research on minoritised youth in Hong Kong frequently highlighted that Chinese language is a barrier to their positive educational and life outcomes (Bhowmik & Kennedy, 2016;Equal Opportunities Commission, 2019;Kapai, 2015). Internationally, research also found that lower language competency and proficiency are linked to acculturative stress, depressive symptoms, and psychological and sociocultural adjustment (Dao et al, 2007;Zhang & Goodson, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Poverty scenario is worse for the South Asians, Indonesians, and Thais compared to the whole population (Government of the Hong Kong Special Administrative Region, 2018, p. 17). Moreover, many minoritizied groups are fraught with inequities in educational opportunities (Bhowmik & Kennedy, 2016;Bhowmik et al, 2018) and employment outcomes (Kapai, 2015). Furthermore, racial discrimination is a reality for many of them in every aspect of their life including accommodation, financial services, transportation services, retail and personal services, catering services, and medical services (Equal Opportunities Commission, 2016).…”

Section: Minoritised Groups In Hong Kongmentioning

confidence: 99%

“…The term minoritised refers to the historical marginalization and racism experienced by the minority ethnic groups (Gillborn, 2005). In Hong Kong, the people from South Asian heritages including Bangladeshis, Indians, Pakistanis, Nepalese, and Sri Lankans as well as from South East Asian heritages including Filipinos, Indonesians, and Thais are marginalized and often encounter racism (e.g., Bhowmik & Kennedy, 2016;Kapai, 2015). Thus, by minoritised, these groups of people are referred to throughout this article.…”

Section: Introductionmentioning

confidence: 99%

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A qualitative inquiry of acculturation experiences of minoritised youth in Hong Kong

Bhowmik

2021

Curric Perspect

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Despite the growing minoritised population in Hong Kong, little is known about their acculturation experiences. This article provides an in-depth understanding of the acculturation experiences of minoritised youth in Hong Kong including the associated impacts on their psychosocial adjustment and identity, the acculturative stress they faced and the coping strategies they adopted. Acculturation framework (Berry, 2003) and theories of socioecological processes (Bronfenbrenner

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Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong

Wang

2022

Asia Pacific Educ. Rev.

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For the past two decades, a significant number of ethnic minority students from diverse racial, cultural, linguistic, and religious backgrounds have entered Chinese language classrooms in Hong Kong for the first time. Simultaneously, Chinese language teachers have come under criticism for their lack of understanding of diversity and their failure to integrate ethnic minority students academically and socially. However, there is little research on how these teachers can transform their educational beliefs, teaching techniques, and attitudes toward diversity and inclusion to respond effectively to the drastic changes taking place in their professional work. This study examines how a group of Chinese language teachers employed translanguaging as a social justice strategy to address the challenges of teaching minority students in a monolingual and assimilative educational setting in Hong Kong. Classroom observations show that teachers enacted a translanguaging stance, using students’ familiar semiotic resources to make their teaching more inclusive and equitable for ethnic minority students from low socioeconomic and religious backgrounds. Teachers reported becoming more aware of diversity in the classroom as well as of the social inequalities and racial discrimination outside of school. The study shows that criticism has been unfairly levied on Chinese language teachers in Hong Kong, who should not be held responsible for the social problems hindering ethnic minorities’ social mobility. Research should include a decolonial perspective to legitimize translanguaging as a social justice strategy for more transformative praxis in the education sector in postcolonial Hong Kong.

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‘Out of School’ Ethnic Minority Young People in Hong Kong

Cited by 26 publications

References 0 publications

Student perception of assessment practices: towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong

Student perception of assessment practices: towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong

A qualitative inquiry of acculturation experiences of minoritised youth in Hong Kong

Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong

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