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Ethnic minorities (EM) comprise 5% of Hong Kong’s population of 7 million. In schools 3% (14,000) are ethnic/linguistic minority students whose poor achievement in senior secondary years is evidence of disproportionate educational outcomes compared with those of Chinese speaking students. The government has rolled out support measures to meet the learning needs of EM students. Research reported here gathered perceptions of the impact of these support measures in achieving the stated objectives - minimising language and cultural barriers to school achievement, and facilitating smooth integration of EM students into Hong Kong society. Findings reveal that the singularly focused pedagogical provision for Chinese language acquisition is too narrow and exposes the role language policy plays in the construction of social inequality in Hong Kong. There are absences; unacknowledged culture diversity; unaddressed discrimination, and unrecognised pedagogical challenges emanating from teachers’ calls for more support.

Item Type:	Refereed Article
Keywords:	equity, ethnicity, Hong Kong, discrimination, pedagogical challenges
Research Division:	Education
Research Group:	Specialist studies in education
Research Field:	Multicultural education (excl. Aboriginal and Torres Strait Islander, Maori and Pacific Peoples)
Objective Division:	Education and Training
Objective Group:	Schools and learning environments
Objective Field:	Equity and access to education
UTAS Author:	Gube, JCC (Mr Jan Gube)
ID Code:	88552
Year Published:	2013
Deposited By:	Education
Deposited On:	2014-02-06
Last Modified:	2014-08-07
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