This study investigates different types of social capital which are developed in play-based learning settings through a Family-School-Community partnership. Social capital is understood as the accumulated resources from existence of networks and connections with others. Data was collected through focus groups with 49 principals, senior and class teachers in Hong Kong kindergartens. Bonding social capital is formed in professional development activities among teacher groups while bridging social capital is developed through parental involvement. There is a potential for linking social capital to be mobilized through interactions between schools and community networks. Capturing such social capital could facilitate play-based learning practices. Copyright © 2023 The Authors.

This study addresses the link between overeducation and intention to migrate to the Greater Bay Area (GBA) cities in mainland China in a sample of Hong Kong’s young adults employed in lower occupational classes (elementary occupations, plant and machine operators and assemblers, craft and related workers, and service and sales workers). The results indicate that overeducation has a unique negative effect on attitudes towards migration to GBA. The findings suggest that social capital theory rather than human capital theory is better able to explain the motivation of Hong Kong’s young people to invest in higher education. This research may help policy makers review the expansion of higher education in Hong Kong and provide valuable policy implications for regional integration between Hong Kong and mainland China. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

在傳統尚學文化及近年高等教育擴張的影響下，香港家長對子女教育普遍抱有很高的期望。然而，本地大學學額供給不足、親子對教育持有不同期望似乎都是阻礙家長實現「望」子成龍夢的不利因素。為了幫助香港家長實現「望」子成龍的熱望，本研究從家長視角出發，試圖回答以下問題：（1）面對緊張的學額供給，香港家長本就很高的學歷期望是否仍對子女的學業有積極影響？（2）若家長可以使子女與自己懷有相同水平的教育期望，家長的期望是否更易實現？為回答上述問題，我們借鑑了地位取得、社會認知和社會資本理論，針對研究問題提出三種假設。接着，我們運用描述性統計方法和多元線性迴歸模型來分析本次研究所用「香港高中學生升學及就業志向研究」數據。數據分析結果最符合我們據社會資本理論提出的假設：家長教育期望與子女的學業成就呈正相關關係；而當我們控制了家長教育期望的影響時，一致的親子教育期望對子女的學業成績有額外的積極影響。Deeply influenced by the traditional Chinese culture that respects scholars and the rapid expansion of higher education in recent years, parents in Hong Kong generally hold high expectations for their children’s education. In fact, however, both the shortage of local university places and the parent-child difference in educational expectations are likely to prevent parents from achieving their expectations. To help Hong Kong parents reach their goals, this study aims to answer the following two questions from the perspective of parents. First, facing the fierce competition for university places in Hong Kong, do parents’ way-too-high educational expectations still have positive effects on children’s academic performance? Second, if parents can align their children’s educational expectations with their own, are their expectations more likely to be fulfilled? To answer these questions, we will propose three different hypotheses according to status attainment theory, social cognitive theory, and social capital theory. Then, we will use descriptive statistical methods and multiple linear regression models to analyze the data used in this study (i.e., Panel Study on the Career and Educational Orientations of the Senior High School Students in Hong Kong). The results of data analyses are largely in line with the hypothesis drawn from the social capital theory. Parents’ educational expectations are positively related to their children’s academic performance. When parents’ educational expectations are conditioned, the alignment of parents’ and children’s expectations is likely to have an additional

Much of the existing literature on social capital and university choice processes postulates that family networks of underrepresented students from poor and minority backgrounds are disadvantaged in university resources and in turn deficit in social capital returns. The literature implies that school-based networks are essential to fill the university information voids at home. Less research, however, poses questions about whether the university resources occupied by school personnel are automatically available to less-privileged minority youths. To grasp the dynamic interplay between ethnicity, class and school-based social capital, this study drew on Lin's conceptualisation of homophilous and heterophilous social networking and explored the university choice and application processes among poor and working-class South/Southeast Asian minority students in Hong Kong. The participants' accounts uncovered the restrictions of school networks on norms, expectations and accessibility of information sources. The research results raise concerns about how to activate both homophilous and heterophilous ties for minority youths' widening access to higher education.
[Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.]

Drawing on in-depth interview data from 31 mainland Chinese (MLC) students in a Hong Kong university, this article conceptualises MLC and Hong Kong higher education as two dissonant but interrelated subfields of the Chinese higher education field. The article argues that these MLC students' habitus, one that possesses rich economic, social and cultural capital, prompts a strong sense of entitlement to anticipated privileges. However, this sense of entitlement is disrupted by the differential capital valuations across these fields. There is thus notable habitus-field disjuncture, which, exacerbated by the hysteresis effect, gives rise to a sense of disappointment and ambivalence. This article demonstrates how the Hong Kong education credential, which these students initially set out to pursue as a form of capital, can become a disadvantage at multiple levels; the article illustrates that capital valuation and conversion in a transborder context is not a straightforward, but rather a complicated and sometimes contradictory, process.
[© 2016 Informa UK Limited, trading as Taylor & Francis Group]

Parents' chance to seek help from other parents of schoolchildren attending the same school is an aspect of parental social capital. This social capital is supposed to contribute to schoolchildren's present sense of belonging to their school, society, and country. The relationship between social capital and a child's sense of belonging may vary as a function of the child's prior sense of belonging. Social capital may give a deeper encouragement or positive effect to children with higher prior sense of belonging (the strength building perspective) or to children with lower prior sense of belonging (the need fulfillment perspective). The author surveyed 289 parents and their schoolchildren in Grades 4-9 in Hong Kong, China, to ascertain which of the two perspectives holds. The results indicated that parental social capital was more highly associated with a child's present belongingness if his or her prior belongingness was high rather than low. This interaction effect is supportive of the strength building perspective.
[Copyright of Journal of Genetic Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00221325.2010.520362]