Ethnic Minority Students' Progression to University in Hong Kong: Access and Equity

Autor/in	Fang, Gao
Titel	Ethnic Minority Students' Progression to University in Hong Kong: Access and Equity
Quelle	In: Multicultural Education Review, 11 (2019) 2, S.135-148 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fang, Gao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2019.1615245
Schlagwörter	Foreign Countries; Ethnic Groups; Minority Group Students; Access to Education; Equal Education; Higher Education; Educational Policy; College Students; Cultural Capital; Social Capital; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Ethnie; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Collegestudent; Sozialkapital; Hongkong
Abstract	Despite a rapid growth at compulsory education stage in Hong Kong, ethnic minority students are the least represented in local tertiary institutions. This study critically evaluates the effectiveness of government support policies and practices for boosting the capacity of marginalised members of minority community to accessing university. Bourdieusian concepts of capital are employed to explore historically noteworthy progressive steps towards access and equity juxtaposed with recent indicators of policy development. Semi-structured interviews with minority students explore their views on the effects of multiple forms of capital, embedded in educational policies and practices on their pathways to university. The results of analysis reveal that the current policy measures are narrowly concentrated on remediating minorities' limited Chinese proficiency. This study calls for a holistic policy framework that could mobilise the under-represented minority youth and enable their well-being, economic and social inclusion within the multicultural education movement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01