The sexual prejudice faced by sexual minorities or lesbian, gay, bisexual, and questioning/queer (LGBQ) students has been studied extensively around the world in the last two decades; however, it has only recently received attention from Hong Kong Chinese society, specifically in relation to this subtle form of prejudice. In the last decade, there has been an increase in the amount of literature examining the experiences of individuals encountering sexual orientation microaggressions, which are defined as discrimination or sexual prejudices manifested in subtle forms, particularly when directed toward socially marginalized groups, such as sexual minority students. The current study used a qualitative descriptive approach and semi-structured interviews to explore the themes of sexual orientation microaggressions experienced by Chinese sexual minority students. Several contextual themes to categorize microaggressions emerged: (1) the approval of heteronormative culture; (2) the use of heterosexist languages; (3) the assumption of sexual abnormality; and (4) the allowing of institutionally endorsed microaggressions. The results suggest that sexual minority students in Hong Kong experience diverse forms of microaggression in schools. The implications for the need to support LGBQ students are discussed, especially in addressing sexuality education in schools and the training of school professionals. Copyright © 2022 by the authors.

We analyze the policies of China and Israel towards students from Hong Kong and East Jerusalem respectively. We demonstrate that they are treated as International students and subject to a form of ‘internationalization’ designed to consolidate national forms of identity and extend state control over ‘troublesome’ minorities within the nation state. This domestic adaptation of the structures designed to support internationalization within Universities, through which the state deploys higher education as a tool of ‘soft power’ to control parts of the nation, operates within a broader program of ‘internal colonization’ that is neither well developed in the literature nor explained by prominent typologies of internationalization. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

There is a growing literature including popular media articles reporting many issues about the current education provision for the ethnic minority students in Hong Kong. The Equal Opportunity Commission has also formally noticed Education Bureau of its concerns about the education of ethnic minority students. It especially recognized an issue with reference to the disproportionately low participation rates of ethnic minority children in upper secondary and post-secondary education compared to the majority ethnic Chinese children. This paper uses two important frameworks to focus on the extent of ‘out of school’ ethnic minority children in Hong Kong i.e. ‘Five Dimensions of Exclusion’ by UNICEF and the UNESCO Institute for Statistics and ‘Seven Zones of Exclusion’ by Consortium for Research on Educational Access, Transitions and Equity (CREATE). An analysis of 2006 census data confirms that a good number of ethnic minority children are not within the school; this includes the pre-primary, lower secondary, upper secondary and post-secondary age-group children. This paper concludes with suggestions concerning a research and policy agenda in the area of ethnic minority education in Hong Kong. Copyright © 2013 Comparative Education Society of Hong Kong (CESHK).

In 2013 the newly elected Chief Executive of the Hong Kong Special Administrative Region (HKSAR) of the People’s Republic of China delivered his first Policy Address. Among other things, it highlighted the issues of education for ethnic minority students in Hong Kong focusing on Chinese language difficulties. This paper reviews the Chinese language issues for ethnic minority students as well as other issues and challenges that have been raised. It draws on education reform documents, available policy documents from the Education Bureau (EDB) and other departments regarding the educational provision for ethnic minorities, the Race Discrimination Ordinance (RDO), census and statistics reports including the recent ‘2011 Population Census, Thematic Report: Ethnic Minorities’, existing literature and newspaper articles. While the focus of the discussion is on the challenges that ethnic minority students are facing inside the school, the issue of the ‘out of school’ or ‘dropout’ phenomenon for such students is also highlighted. The paper concludes by suggesting that an exclusive concern with Chinese language education misses other significant issues that impact on the education of ethnic minority students in Hong Kong. Copyright © 2014 by the CESHK.

Using multicultural education as a lens, this article details the discursive formation of Hong Kong’s linguistic landscape with a focus on policy arrangements around teaching Chinese as a second language for non-Chinese ethnic minorities since the early 2000s. We pose two research questions: What are the identifiable policy trends in education for ethnic minorities? And how effective are the policy provisions in managing diversity and social justice for ethnic minorities in Hong Kong? The study draws upon documentary analysis to review existing local literature, which highlight the school admission, curriculum design, language teachers’ professional development practices, and assessment pertaining to the education of ethnic minority students. Our analysis reveals a narrow concentration of policies that focus exclusively on supporting ethnic minority students’ Chinese language learning regarded as the barrier to their advancement in education and an omission of other nonlinguistic, structural and ideological challenges and barriers. This barrier contributes to prejudices in school access, curriculum and assessment that function within an assimilationist integration framework. We call for policy measures that broaden the focus of multicultural education for ethnic minorities and that seek to manage ethnolinguistic diversity for equal citizenship rights in the Asian context. Copyright © 2020 Fang Gao, Jan Gube.

The evolution of globalisation and ensuing internationalisation of higher education need radical reform of institutional policies and practices to promote education for diversity, equity and inclusion. Extant literature on university/college student persistence/retention witnesses a lack of research on the subjective sense of belonging on campus among ethnic minoritised students who have been historically marginalised in higher education and are now part of the emerging demographic on campus. This study attempted to fill the gap. Engaging qualitative individual interviews with 12 university students of South/Southeast Asian ethnicity in Hong Kong, the purpose of this study was to examine their perceptions and experiences of institutional affiliations and engagement in university. Findings suggested that being connected to the programme and university, and the depth and quality of intragroup dynamics, are key to a sense of belonging among ethnic minority students. Findings also elucidated a lack of cross‐cultural interaction and racial/ethnic diversity within the university environment, which shaped participants’ feelings of isolation and exclusionary experiences as they sought to adjust to the campus academically and socially. The study’s findings could help inform the development and evaluation of institutional strategies that can sustain minoritised students in university transitions and promote institutional connectedness and academic success among all students on campus. Copyright © 2021 British Educational Research Association

Multicultural education in many industrialized, diverse societies aims to positively represent and include minority groups in the curriculum. Though there is some discussion of this aim in Hong Kong curriculum, the positive inclusion of minorities in subjects dealing with social life remains minimal. This paper aims to defend the need for multicultural education in Hong Kong by comparing the sociological and representational challenges there with those of other societies with traditions of multicultural education. Using comparative methods this project provides sociological and historical context to multicultural education programs in diverse societies including Canada, the United States, France, Japan, and South Africa. The historical backdrop of these countries will be considered as well as the nature of their multicultural education. Hong Kong faces unique dilemmas in developing multicultural education, including the problem of prejudice toward mainland Chinese people, and the common notion that to be a Hong Konger one must be both (a) of Chinese (Han) ethnicity, and (b) Chinese (Cantonese and/or Mandarin) speaking. This paper will examine these and related issues in the context of the broader comparative discussion, also considering other essential challenges to the concept of multicultural education. Copyright © 2013 The CESHK Annual Conference.