In the past two decades, despite their improved access to education, women remain underrepresented in Science, Technology, Engineering and Mathematics (STEM). According to UNESCO (2017, pp. 18-20), between 2014 and 2016, the global average enrolment figures of female university students in the fields of “information and communication technologies” and “engineering, manufacturing and construction” constituted only 28% and 27% respectively. Similar situation can be found in Hong Kong. From 2011 to 2017, females have been the minorities in programmes of ‘sciences’ and ‘engineering and technology’, standing at around 35% to 39% and 29% to 33% respectively.Studies have identified various factors contributing to women’s under-representation in STEM. Barriers identified include the alignment of science culture and curriculum with masculinity (Archer, et al., 2016), the identity tensions for young girls when they do science (Faulkner, 2007; Gonsalves 2014), teachers’ bias (Carlone, 2003; Warrington and Younger, 2000), and lack of science capital (Francis, et al., 2017) This paper contributes to the current discussion by examining secondary school students’ narratives towards their STEM choice.We conducted eight focus group interviews (N=56), comprising female and male students who have chosen more or less STEM subjects in their Diploma of Secondary School Examination (DSE, which is a public examination leading to university admission). Our findings indicate that some prominent gendered beliefs prevail amongst Hong Kong students, including “boys are more sensible whereas girls are more sensitive”; “only boys are endowed with math sense – the natural ability to do math”; “girls only work hard but have no math sense”; and “girls that are good at math are exceptional or abnormal”. These gender stereotypical and male-dominated beliefs are particularly damaging to female students, as they undermine their self-efficacy and learner-identities. Copyright © 2020 International Conference

Women’s access to education has significantly improved in recent decades; however, the gender skew in STEM subjects – the underrepresentation of female students in Science, Technology, Engineering, and Mathematics – persists. The phenomenon is even more noticeable in the advanced economies. In this study, we examine factors at individual, peer, and family levels in contributing to students’ choices of STEM electives in the secondary school curriculum, and their intentions to choose STEM as their preferred choice of university majors and career orientations.Data of this study come from a representative survey of Secondary 5 (11th Grade) students in Hong Kong (Ni=2, 807 students; Nj=43 schools). Our data show that female students are not only less likely to take STEM-related electives in the DSE curriculum (the mainstream curriculum leading to university entrance), but also more likely than male students to leak out from the STEM pipeline in the later stages. That is, even female students have taken STEM-related electives in the secondary schools, they are less likely to pursue STEM majors in higher education or a career in the STEM fields. Regression results show that gender differences in the subject self-concepts, preference on job characteristics, and stereotypical beliefs towards STEM are the key factors to women’s low intention to choose STEM fields in education. Gender stereotypes towards STEM also hinder female students from continuing their pursuit of science in university. Despite similar academic performance, female students tend to hold a lower level of self-concept on science-related subjects than male students. Meanwhile, school-related factors exert an indirect effect on the subject choice mostly through affecting students’ subject self-concept and stereotypical belief towards STEM. Our findings suggest that more measures have to be taken to change female students’ perceptions about science and improve teaching so that female students’ confidence can be

There have been increasing concerns about the significant decline in teenagers’ intentions to pursue STEM subjects or careers. This study examined how students’ perceptions of parental expectations, STEM cultural capital, mathematics/science self-efficacy, gender, and parents’ jobs were associated with STEM career aspirations and tested whether these associations differed by school level. Data were collected from 1,864 junior and 665 senior secondary students in Hong Kong via an online survey. Results indicated that, perceived parental long-term expectations were closely linked to STEM career aspirations, whereas, perceived parental short-term expectations were closely linked to self-efficacy. Out-of-school STEM experiences and STEM media consumption both had positive impacts on aspirations and shaped different aspects of students’ perceived parental expectations. Additionally, significant gender differences were found in STEM media consumption, self-efficacy, and aspirations. These relationships mainly were invariant across school levels. However, the indirect paths from STEM media consumption to aspirations via self-efficacy varied significantly between junior and senior secondary students. Based on these findings, this study argues for the essential role of perceived parental expectations in shaping STEM career aspirations for teenagers. STEM cultural capital may be more productive and supportive if it promotes teenagers’ interpretations of parental expectations and their mathematics and science self-efficacy. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.

The meanings and value of the arts and their impact on students’ learning have long been main areas of focus in arts education research. In Hong Kong, there are only a few studies discussing the impact of performing arts education on students’ learning, which leaves a gap in the overall understanding of performing arts education. This article reports on a study of performing arts education in Hong Kong. The participants of the study are students, teachers, principals and arts groups. A total of 28 focus group interviews were conducted with participants recruited from 25 primary schools, 26 secondary schools, one international school, nine tertiary institutions, five special schools and 20 arts groups. Although this study confirms the claims made by arts educators that performing arts education can promote students’ awareness of creative and critical thinking skills, change their behavior and attitudes, increase their socio-cultural awareness and benefit their all-round development, the stakeholders had different interpretations of the meaning and value of performing arts education. There appears to be a gap between arts groups and schools in the understanding of the fundamental purposes of performing arts education and the role that it should play in the school context. Copyright © 2022 Taylor & Francis Group, LLC.

This paper describes ongoing research on teachers’ concerns about STEM education in Hong Kong. The work is being conducted under the auspices of a government-funded project. A large-scale, regionally representative sample of primary and secondary school teachers in Hong Kong will be selected, and their key concerns about STEM education will be surveyed. To the best of our knowledge, the study is the first to examine teachers’ concerns about STEM education in Hong Kong. The findings of the study will make significant and original contributions to policymakers, teachers, and researchers. Copyright © 2020 by the Association for the Advancement of Computing in Education (AACE).

Science, Technology, Engineering and Mathematics (STEM) education has continued to attract attention and sizeable funding worldwide. Given the important role that teachers play in the provision of quality STEM education, this chapter provides an overall landscape of STEM teacher education in China and Hong Kong. The chapter presents an overview of policies, practices and research in teacher education and professional development in STEM education that have been and continue to be implemented in Mainland China and Hong Kong for the purpose of supporting teachers to effectively implement STEM education. Literature from a range of sources, including discussion and research papers, government reports and policy papers with respect to STEM teacher education in Mainland China and Hong Kong have been selected. The analysis of policies and practices is useful to provide a review of what has been done and to inform new directions for teacher education for STEM education. Copyright © 2022 selection and editorial matter, John Chi-Kin Lee and Timo Ehmke; individual chapters, the contributors.

進入21世紀，互聯網、大數據、人工智能等技術迅速崛起；其發展為傳媒業帶來巨變，對應為傳媒教育也帶來了質的變化。以人文教育為本的新聞傳媒教育，與科技快速擴張本身存在與生俱來的張力與矛盾，在洶湧的傳媒科技革命浪潮下，傳媒教育是否應讓科技知識作範式主導？本文以香港浸會大學傳理學院為案例，從知識社會學角度分析新聞與傳播教育在新的社會環境和媒體生態下的情境和發展，著重探討科技對傳媒教育知識和課程的影響與挑戰，並以範式轉移的視角審視該領域的變革。Copyright ©2021 世新大學.

在全球化浪潮下，不同國家或地區的政府都大力推動教育改革，而推動生命教育課程便是其中的重要變革。臺灣與香港都是華人社會，生命教育課程的興起除了是為了回應全球教育改革的浪潮外，更是源於在地所發生的社會問題，例如：頻繁的學生自殺事件等。兩地課程起源雖有重疊之處，但隨著時間推移，兩地的課程發展已經開始出現差異的情況，這實在值得我們深入討論、探究。在研究目的方面，本研究旨在深入探討臺灣及香港在中學生命教育的異同之處。在文獻探究方面，本研究嘗試疏理生命教育的起源及意涵。在研究方法方面，本研究運用Bereday所提出的比較教育研究方法，就不同分析點比較臺灣及香港在中學生命教育的發展、內容、策略。研究結果發現：（一）臺港兩地中學生命教育之教育目標、教學方法類似；（二）臺港兩地中學生命教育實施模式、學習評量與師資培訓並不相同。最後本研究提出相應的改進建議，作為臺灣與香港中學生命教育課程持續優化的參考。Copyright ©2021 社團法人中華民國學校行政研究學會.

香港於2001年提出新的中小學課程架構，由「學習領域」、「共通能力」、「價值觀和態度」三部分組成，強調其間的融貫性與連結性，透過各學習領域發展跨域的共通能力，最終以正確的價值觀和良好的態度，達成全人發展的教育目的。「說話」是香港中國語文科學習範疇之一，本文探討《學習領域課程指引》及《建議學習重點》，可知說話能力、共通能力、價值觀和態度三者有其關連和統整性，課程內容具有素養精神。「說話」同時也是「全港性系統評估」的中文考科之一，考評項目有「看圖說故事」、「口頭報告」、「小組交談」或「小組討論」，並以素養為導向訂有清楚的審查準則。自小學一年級開始，教師循序漸進訓練學生的說話能力，具有明確的步驟與目標。整體而言，香港說話教學的內容與方法，已發展出完整的實施架構，可以做為臺灣推動素養導向說話教學的參考。Copyright ©2021 中華民國課程與教學學會.