The challenges of making school guidance culturally responsive: Narratives of pastoral needs of ethnic minority students in Hong Kong secondary schools

The challenges of making school guidance culturally responsive: Narratives of pastoral needs of ethnic minority students in Hong Kong secondary schools

• Hue, Ming Tak Dept of Educational Psychology, Counselling and Learning Needs, Hong Kong Institute of Education

Educational Studies, 36(4), 357-369, 2010

Routledge

2010

• N Students & Student Services
  • NH Guidance, Counselling & School Social Work
• N Students & Student Services
  • NO Minorities & Immigrant Students

Minority Students Cross-Cultural Studies Educational Counseling Teachers Students Education, Secondary Interviews School Districts Thailand Cultural Responsiveness Ethnic Minority Narrative Study Pastoral Care School Guidance

• Hong Kong

• 1997.7 onwards

• Secondary Education

Many Hong Kong schools are concerned about the growing number of ethnic minority students. How they are supported and how the diversity of their pastoral needs is fulfilled become critical. This article examines teachers', students' and parents' narratives of the cross-cultural experience of ethnic minority students from India, Pakistan, Philippines, Nepal and Thailand, and the diversity of those students' pastoral needs. The qualitative data were collected from interviews, through which the constructs of 32 teachers and 32 students from three secondary schools were explored. Four groups of focus-group interviews were conducted, in which 15 parents were involved. This article argues that to implement the ethos of caring, it is not only necessary for the school to promote the intercultural sensitivity of all practitioners, but equally important to develop a connected school system where ethnic minority students and parents can be consistently supported in the subsystems of classroom, school and home.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055690903425383]

• English

Journal Articles

• 03055698

• 10.1080/03055690903425383

https://bibliography.lib.eduhk.hk/bibs/caa1e859

2010-12-24