Abstract
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. Copyright © 2015 AERA.
Original language | English |
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Publication status | Published - Apr 2015 |
Event | 2015 Annual Meeting of American Educational Research Association: "Toward Justice: Culture, Language, and Heritage in Education Research and Praxis" - Chicago, Ill., United States Duration: 16 Apr 2015 → 20 Apr 2015 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2015-Annual-Meeting |
Conference
Conference | 2015 Annual Meeting of American Educational Research Association: "Toward Justice: Culture, Language, and Heritage in Education Research and Praxis" |
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Abbreviated title | AERA 2015 |
Country/Territory | United States |
City | Chicago, Ill. |
Period | 16/04/15 → 20/04/15 |
Internet address |