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

Bhowmik, Miron Kumar; Kennedy, Kerry John

doi:10.1007/978-981-10-0327-1_9

Cited by 5 publications

(10 citation statements)

References 25 publications

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“…The NCS students were labeled as naughty or lost generation considering perceptions of South Asians as more active and vocal compared to their Chinese counterparts (Bhowmik and Kennedy, 2016). One of the ways to attract students to future PYD programs could be to work with students rather than work for them.…”

Section: Discussionmentioning

confidence: 99%

“…Pakistanis and Indians, who are third- or fourth-generation immigrants from South Asian countries now residing in Hong Kong (Erni and Leung, 2014). Although many of them are born and raised in Hong Kong, some of these young people face various difficulties with social inclusion in the wider Chinese community, which is heavily influenced by Confucian-collectivist culture (Bhowmik and Kennedy, 2016). In Chinese culture, achieving academic excellence is valued as the most important goal for students and their families.…”

Section: Introductionmentioning

confidence: 99%

“…Given that some South Asian students in Hong Kong do not have fluent spoken and written Chinese skills (as they mostly learn Chinese as a supplementary and English as a medium of instruction), a deficit-based viewpoint toward these young people that labels them as failures, weak or lazy students is common and is reinforced by media outlets (e.g. Bhowmik and Kennedy, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, few Hong Kong-based researchers have stressed the need to create greater social inclusion beyond the education system by looking beyond Chinese language issues and the deficit-based approach (e.g. Arat and Wong, 2018; Bhowmik and Kennedy, 2016), such as PYD (Arat and Wong, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Insights for educators working with ethnically diverse youth in Hong Kong: a pilot positive youth development program

Arat¹,

Wong²

2022

AEDS

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PurposePositive youth development (PYD) among ethnic minorities is important to building a socially inclusive and rapidly aging Hong Kong. There are very limited empirically driven with evaluation among ethnic minorities in Hong Kong and in the region. This study aims to fill the research-to-practice gap by examining the implementation process and impacts of a school-based PYD school program for ethnic minorities in Hong Kong developed empirically based on the data of the larger sequential mixed-methods research project.Design/methodology/approachAlong with a non-governmental organization the authors co-developed, implemented and evaluated an eight-week pilot PYD program for youth from South Asia and newly arrival mainland Chinese backgrounds. Although a quasi-experimental mixed-methods research design was adopted and included 18 young people in the intervention group and 12 young people in the control group, this paper reported the qualitative interviews of three students, two of their teachers and two PYD interventionalists who commented about the content and process to further improve future PYD programs for ethnic minorities young people in Hong Kong.FindingsStudents stated their positive experience about the program while other participants (interventionalists and teachers) provided insights for further program effectiveness enhancement. This includes organizing social activities in the program, such as basketball or football matches would enhance the level of engagement of the participants. Teachers and interventionists suggested to develop age-appropriate programs as younger groups may have different needs or interests compared to their older counterparts.Originality/valueThis study provides insight into how to improve the implementation process, effectiveness and quality of evidence based PYD education research and practices from a culturally appropriate perspective, particularly for South Asian youth residing in Hong Kong and beyond.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Insights for educators working with ethnically diverse youth in Hong Kong: a pilot positive youth development program

Arat¹,

Wong²

2022

AEDS

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“…Bhowmik and Kennedy ( 2016 ) asserted that minority students’ school failure was “more than simply a consequence of academic failure” (p. 69) or a lack of Chinese language skills. Many underprivileged South Asians are limited to low-paid service jobs that require them to be proficient in the local vernacular to communicate with most working-class people in Hong Kong (Lai, 2010 ).…”

Section: A Social Justice Perspective Of Language Educationmentioning

confidence: 99%

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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Ethnic Minority Young People’s Education in Hong Kong: Factors Influencing School Failure

Bhowmik

2019

Education, Ethnicity and Equity in the Multilingual Asian Context

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

Cited by 5 publications

References 25 publications

Insights for educators working with ethnically diverse youth in Hong Kong: a pilot positive youth development program

Insights for educators working with ethnically diverse youth in Hong Kong: a pilot positive youth development program

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

Ethnic Minority Young People’s Education in Hong Kong: Factors Influencing School Failure

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