Classroom ethnic concentration, recognition and bicultural identities integration: Ethnic minorities secondary students in Hong Kong

Purpose: This study examined how school concentration influences the experiences of ethnic minority students and their bicultural identity through the lens of recognition theory.
Method: Eleven ethnic minority students aged 18 to 24, who studied in local secondary schools, were interviewed. Using thematic analysis, the study analysed transcripts from individual interviews.
Results: The findings revealed three distinct groups of schools: (1) High-concentration schools, characterized by in-school recognition but out-of-school misrecognition; (2) Low-concentration classrooms, where segregation exists within an unsegregated environment; (3) Low-concentration classrooms, the ideal model where recognition serves as a key factor for identity integration.
Discussion: These findings emphasize the importance of recognition in fostering bicultural identity integration among ethnic minority students. Practical implications include teacher cultural sensitivity, inclusive environment with common ground and critical awareness, lastly public education.