School participation rates in Hong Kong are acknowledged to be high but not always for the city’s ethnic minority students. Case study was used to portray the ‘out of school’ phenomenon for ethnic minority students at a secondary school in Hong Kong through the experiences of one such ethnic minority student. Morshed, a Pakistani student, participated with the researchers in an unstructured in-depth interview. In addition, interviews were also conducted with the principal, two teachers, and one support staff from the school. The study showed the complex interaction of school contexts and personal life issues that influenced Morshed’s dropping out of school. Implications are drawn for providing better school support that can facilitate more positive schooling experiences for Hong Kong’s ethnic minority students.
[Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.]

The enactment of the revised School Places Allocation Systems at the compulsory stage in 2004 had the aim of desegregating Hong Kong's non-Chinese linguistic minority (NCLM) students by including them into ethnic Chinese-dominated mainstream primary and secondary schools. Because of the presumed cause-consequence relationship between desegregated school participation and academic achievement, in specific second language Chinese (CSL) acquisition, the challenges that such students face in participating in mainstream education and learning Chinese, no doubt, deserve to be examined. This qualitative study conducted in-depth interviews with 18 secondary students of South Asian/Southeast Asian minority backgrounds enrolled in mainstream schools. Drawing on both cultural and institutional paradigms of explanation for educational achievement, we argue that the reasons inhibiting the minority students' academic involvement are not simply their linguistic challenges but also the institutional constraints in the mainstream education system unique to this population. This study calls for a shift in school desegregation arrangement from one focusing narrowly on physical desegregation to a more comprehensive set of policies that embrace the institutional factors including teacher expectation, resource availability, and bilingual support, crucial to reduce racial differences in achievement.

This article draws insight from a narrative inquiry to examine the complexities of educating immigrant students with disabilities in which language, culture, and disability collide. Issues related to language-in-education policy, teacher preparation, and the proportion and identification of culturally and linguistically diverse students were primarily reviewed within multicultural and multilingual education conceptual frameworks in English speaking countries between English speaking teachers and non-English speaking students. Little is known about potentially more complicated situations such as those in which teachers and students have a shared ethnicity and dialects with different levels of proficiency. This article thus attempts to illustrate and map the complexity based on the insight from a narrative inquiry situated in an inclusive school setting of Hong Kong. Multiple sources of data were included for a thorough understanding of and analyses on the place, temporality, and sociality within the narrative inquiry framework. Data were drawn from interviews, classroom observations, teacher diaries, school data, and student input. Analyses indicated that shared ethnicity and languages could complicate rather than simplify the teaching and learning contexts. The lived experiences of the special educator demonstrated and contextualised the complex issues of educating CLD children with ADHD of shared ethnicity in multilingual environments. Findings of this inquiry added an important dimension to immigrant and multicultural special education studies and concluded that current inquiry paradigm should be expanded to include shared ethnicity and different proficiency in shared dialects/languages.

School Counselling in a Chinese Context discusses research in school counselling in the Chinese context of Hong Kong schools and various educational settings, and provides a contextualized understanding of counselling issues. This book highlights key contextual conditions for counselling in Hong Kong – a Chinese society. The sub themes addressed in the book include school practices and teacher perspectives on guidance, counselling, behaviour support and school discipline; whole-school guidance program for identity construction; school counselling for ethnic minority students; contextual influence of the use of play therapy; school counselling for students with minority sexual orientation; Chinese cultural influence on counselling, etc. The book also develops new theoretical orientations to understanding various issues of counselling as arisen in the Chinese society of Hong Kong and helps school practitioners to develop culturally responsive approaches to school counselling for personal growth, spiritual and emotional education. The themes addressed in the book include: School practices and teacher perspectives on guidance, counselling, behavior support and school discipline .School counselling for ethnic minority students .Contextual and cultural influence of the use of play therapy .School counselling for students with minority sexual orientation .Chinese culture influence on parental participation in counselling School Counselling in a Chinese Context will be of interest to postgraduates and researchers in the field of Counselling, school psychology, child development and Chinese studies.
[Copyright © 2016 Taylor and Francis.]

Despite rapid growth at the 12-year compulsory education stage, Hong Kong’s non-Chinese language minority students make up only 1.3% of the whole full-time postsecondary student population; their attendance rate is 13.8%, far behind the overall rate of 43.8%. Policy and research focus on their secondary school graduation with a widely recognized nexus between Chinese language deficiency and academic underachievement. Yet lower participation rates in postsecondary education (PSE) and nonlinguistic risk factors that account for under-representation have received scarce regional attention. The current study attempts to fill this gap. Utilizing the multiplicity and convertibility of capital in the Bourdieusian conception, this study elicits non-Chinese language minority students’ voices and identifies the interplay effects of multiple capitals on the participants’ pathways to PSE. Findings provide insights into the dynamic processes of convertible capitals and accessing PSE when developing holistic policies that are able to address linguistic and non-linguistic hurdles in the college choice process.
[Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.]

This chapter examines the relationship and effects of perceived discrimination on the integration among new arrivals from mainland China and its implications to the Hong Kong community. It also explores how perceived discrimination, which may affect the integration process of migrants, would mean to higher education in Hong Kong. By exploring the relationship between perceived discrimination and integration, the chapter argues that discrimination or perceived discrimination significantly influences the immigrant’s prospect of successful immigration, which, in turn, affects the future development of society.
[Copyright © 2017 Springer Science+Business Media Singapore]

按 2011 年的統計，少數族群人士佔香港人口 6.38%，十年來增長率超過 31%，即使減去來港工作的外籍家庭傭工，增長率依然高愈 20%，遠比華人增長率的 4%為高。瑝中，超過14%是南亞裔人士（泛指印度、巴基斯坦、泥泊爾裔人士），他們大部分生活在社會低下層。雖然他們在香港生活已經更超過 170 年歷史，但無論這城市的政權誰屬，政府都沒更認真的政策去促進他們與這裡的整合。 針對少數族群（尤其是以移术為主要構成部分之一）的整合政策（integration policy），不同理論和機構的偏重都有所不同，例如經濟合作與發展組織（OECD）提出了九大指標，Entzinger & Biezeveld 提出的著名理論則集中在四大方面，但教育始終是諸般提法當中被受最普遍關注的領域。要促進香港南亞裔人士的社會整合，在教育領域上更甚麼理應改革之處？我們嘗試在教育界別的專業人士和學者的研究中找想法，可惜他們對少數族群的關注並不熱切，而又比較著眼於教學法、課程和考評設計之類的技法層面，宏觀政策或者與社會整合更緊密相關的部分，材料不多。反而，關注少數族群福祉的非政府組織，能夠從社會整合的整體考慮去檢討教育政策。 關注香港南亞裔人士的研究者都認為，在 2008 年香港立法會議通過〈反種族歧視條例〉之後，香港特區政府才算是認真面對少數族群的社會整合問題。本文就是考察 2008 年至今近八年以來的非政府組織提出的諸種批評和倡議，從促進南亞裔人士社會整合的角度出發，反思在教育領域上更待改革的方方面面。本文旨在更系統地檢討政策在理念、具體措施和成效評估上的偏頗或不足。大致上，在身分認同、文化體認、社會資本、公术整合和社會流動等五大方陎，都可以檢視到政策的不足或不理想之處。本文作為相關檢討的一份材料比較豐富、更系統性的整理，相信對政策制定者以及前線教育工作者都更一定的參考價值。 扼要而言，近八年以來我們能夠在香港 主流媒體中搜集到由關注少數族裔福祉的非政府組織提出的相關批評和倡議，約 40 份。跟教育界專業人士和學者比較，非政府組織的關注更以下要點： （一）關注起始自學前教育（即小學階段之前的帅兒教育），並注意到當中存在的社會排斥和機會剝削問題（例如取錄學生的過程），令致更 15 至 20 個百分點的少數族裔小孩未能接受學前教育（瑝中以南亞裔為主）。這不單影響他們此後的就學率和選擇，也削弱他們對香港社會的認同感。由於香港的學前教育全屬私營範疇，令主流的教育界人士對此少更關注。 （二）主流的教育界人士罕有關注（或承認）南亞裔學生在學校的學習、社交過程中遭受同學（甚或教職員）歧視，而這些都是從根本上釀成他們與香港社會難以整合的徭性循環。這些問題，主要是依賴非政府組織提出批評和關注。 （三）香港的中學教育制度著重文法科教育而忽略專技教育，長期為人詬病。而這制度上的偏頗，「受害人」正是以南亞裔學生為主。即使在中國語文教育上，也未能從專技教育的角度出發去調節課程內容（例如南亞裔學生的中文課程能否略去古文和古詩詞部分？），令致他們的社會上向流動條件大受削弱，選擇偏狹。 （四）跟（三）的反思相近：香港作為一個全球化程度極高的國際都會，更關中文水平的資歷評核、第二語言學歷要求的彈性……等等，卻是十分僵化死板，甚或比殖民時期更更不足，令致南亞裔學生在升學、社會上向流動方陎大受排斥。從理論上看，這是一種頗為片面的「同化取向」制度，容不下文化多元性的取向。這對南亞裔年輕人的社會整合，甚或培育高程度的社會認同感，都更很大的傷害。 （五）近年來香港政府致力在學校推行「國民教育」，即使引發社會上爭議甚烈，但這新政對南亞裔年輕人反思自身的文化、身分認同時更何衝擊，都未受到一般大眾或者教育界人士的關注。

The present study aims to map the life satisfaction of adolescents from ethnic minority/immigrant backgrounds in schools with high concentrations of co-ethnic peers by comparing them with their mainstream counterparts in Hong Kong. The life satisfaction of 1,522 students was measured by the validated Multidimensional Students' Life Satisfaction Scale. Tests of invariance were conducted followed by latent mean analysis. In contrast to the public debates on the undesirability of co-ethnic education, the findings do not suggest negative associations between the ethnic minority or immigrant status of these students and their self-appraised global and specific life satisfaction in school and with friends. This study confirms that a school factor exists and that there are significant differences in the life satisfaction of the student groups under review. Educating students in schools with high concentrations of co-ethnic peers appears to benefit South Asians but not mainland Chinese immigrant students.
[Copyright © 2013 The Author(s).]

Many Hong Kong schools are concerned with the growing number of enrolments of ethnic minority students. This article examines teachers' views of their influence on the performance of these students and how the cultural diversity among these students were addressed. Qualitative data were collected from semi-structured interviews with thirty-two teachers from three secondary schools. This study shows that teachers struggle to conceptualize a new rationale for responding to cultural diversity. They develop a sense of inter-cultural sensitivity, promote cultural responsiveness to diversity, and strengthen the home-school connection. The implication for the creation of a culturally responsive classroom will be given.