Biculturalism and segregated schooling in Hong Kong

Biculturalism and segregated schooling in Hong Kong

• Gao, Fang The Education University of Hong Kong
• Lai, Chun The University of Hong Kong

Journal of Multilingual and Multicultural Development, 2017

Routledge

2017

• N Students & Student Services
  • NO Minorities & Immigrant Students
• P Social Context of Education
  • PH Minorities & Education, Racial & Ethnic Factors

Acculturation Bicultural Identity Integration (BII) Segregated Schooling Hong Kong

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

The literature on acculturation illustrates that a bulk of non-dominant ethnocultural minorities consider themselves bicultural, involving both dominant and ethnic cultures. Yet, little is known about how bicultural individuals perceive and construct dual cultures, and how their two cultural identities are played out in daily interactions. While these issues are under-researched, they are vital to policy and practice initiation towards ethnocultural minorities’ integration and upward mobility as well as for the receiving society’s social cohesion and economic competitiveness. To this end, this study used the concept of bicultural identity integration and tapped into the processes of biculturalism among 16 secondary school students coming from South and Southeast-Asian groups in Hong Kong. Semi-structured interviews were conducted to unearth the internal construct of bicultural identity and the trajectories of adapting to dual cultural influences across space. The participants’ accounts displayed a high level of cultural harmony yet low blendedness in choosing to separate affiliations into cultural domains. This internal complexity reflects the contradictory juxtaposing of ‘cultural diversity’ in the host society and its segregated schooling for minority student population.
[Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.]

• English

Journal Articles

• 01434632

https://bibliography.lib.eduhk.hk/bibs/c9ea0794

2018-01-25