Suicide as a cause of death among adolescents and migration as a component of population have been growing in importance. Very little research has been conducted on the connections between migration and suicidality among adolescents in Hong Kong, and so is the aim of this article. It uses census and registration data to study suicide mortality, and sample survey data collected for this purpose to investigate suicide attempt, suicide ideation, and self-injurious behavior. Relations between suicidality and socio-demographic/psychological factors replicated those found in the literature. Duration of residence was found important for the study of suicide among migrants. In both the bivariate and multivariate analyses, although the suicidality levels for short-duration (less than 10 years) adolescent migrants were very much lower than the local-born counterparts, those for the long-duration (10 years or more) migrants were very much higher. The findings support the Healthy Migrant Hypothesis and other related hypotheses in migrant mortality studies. They also reveal, in the light of the Integration Theory of Suicide, the problem of migrant integration into the host culture and society, an important social problem for the government to solve.
[Copyright of Death studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/07481180600993144]

Private supplementary tutoring has long been a major phenomenon in parts of East Asia, including Japan, Hong Kong, South Korea and Taiwan. In recent times it has grown dramatically in other parts of Asia and in Africa, Europe and North America. The factors underlying the growth of private tutoring vary, but in all settings it has major implications for learning and livelihood. Families with the necessary resources are able to secure not only greater quantities but also better qualities of private tutoring. Children receiving such tutoring are then able to perform better in school, and in the long run to improve their lifetime earnings. By contrast, children of low‐income families who do not receive such benefits may not be able to keep up with their peers and may drop out of school at an earlier age. Tutoring also of course has a direct impact on the livelihoods of the tutors, providing employment and incomes for a range of professionals and amateurs of different age groups. The dynamics of inter‐relationships are complex, and vary from one setting to another. This paper argues that private supplementary tutoring deserves much more attention from policy makers and researchers.
[Copyright of Compare: A Journal of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03057920601024974]

The cultural capital in families, more specifically, the educational level of parents, has during the last decades been shown to be the most important dimension of socioeconomic influence on school performance in many countries. Less is known about the factors that actually mediate this influence. The aim, therefore, is to investigate the relative importance of various mediating factors, as well as the total effects of parents' educational levels, on the reading achievement levels of children in Grade 4. Data in this comparative analysis come from the Progress in International Reading Literacy Study (PIRLS) 2001 and include representative samples from 7 countries: Sweden, Norway, Bulgaria, France, Hong Kong, Hungary, and Italy. Variables indicating possession of cultural capital in the families are collected from the home questionnaire. A total achievement score is used as outcome variable. The effects of parents' education on reading achievement are estimated with structural equation modelling. Substantial effects of parental education were found, but the pathways for indirect effects that were mediated through other variables varied between countries.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13803610802576742]