Department of Education Studies
Conference End Date
Education, Ethnicity, and Inequality Symposium: Issues and Insights
Most ethnic minority students in Hong Kong attend local designated or non-designated schools. While the quality of designated schools and their effectiveness have received much criticism, little is known about the differences and similarities in learning experiences of ethnic minority students in these two different types of schools. This paper investigates the learning experiences of South Asian students in both types of schools. It examines four aspects of learning experiences, namely (1) the impact of medium of instruction and language proficiency on learning; (2) the separatist policy and its implication for classroom learning; (3) learning support, if any; and (4) cultural barriers to learning and integration into the school community. The analytical focus is on how the school contexts affect students’ learning and how the students interpret the situations they find themselves in.
Besides learning experiences, the paper also addresses issues of further studies and career preparation of ethnic minority students, through understanding their educational and vocational aspirations.
The study from which this paper is based used semi-structured interviews as data collection instrument. The research participants are male and female South Asian students in Secondary Four and Five in one designated and one non-designated school.
Hong Kong Baptist University, Kowloon, Hong Kong SAR
Ethnic minority, South Asian, designated schools, learning experience
Place of Publication
Hong Kong SAR
Chiu, Catherine, Stella Kwok, Brenda Lo, Richard Wu, and Beatrice Lam. "Learning Experiences of South Asian Students in Hong Kong: An Exploratory Comparison of Students in Designated and Non-designated Schools." Education, Ethnicity, and Inequality Symposium: Issues and Insights July 12, 2013 - July 13, 2013 Hong Kong Baptist University, Kowloon, Hong Kong SAR. Hong Kong SAR: 2013.