This chapter explores different factors that contribute to the school failure of ethnic minority young people in Hong Kong. It draws on a case study approach based on 15 in-depth interviews with 11 “out of school” ethnic minority young people, of whom 6 were dropouts, 4 were at risk of dropping out, and 1 never attended a school. It was also augmented with an additional 22 in-depth interviews with 20 other stakeholders related to ethnic minority education including 3 principals, 6 teachers and support staff, 3 school social workers and NGO professionals, 2 government officials, 3 ethnic minority community leaders, and 3 parents. Several themes were created using schema analysis that help explain different factors making them “out of school.” It has been common to attribute school failure for ethnic minority students in Hong Kong to problems with Chinese language education, yet this study shows that a number of other interrelated factors contributed to their lack of successful schooling. The key influences are multilevel – with individuals themselves, within families, within schools, and within the community. Implications are drawn at the levels of policy, practice, and theory to better support ethnic minority young people’s schooling success in Hong Kong. Copyright © 2019 Springer Nature Singapore Pte Ltd.
|Title of host publication||Education, ethnicity and equity in the multilingual Asian context|
|Editors||Jan GUBE, Fang GAO|
|Place of Publication||Singapore|
|Publication status||Published - 2019|