From the perspective of social psychology: How Chinese culture links to the classroom practices of discipline in Hong Kong secondary schools

This paper identifies impacts of Chinese culture on classroom practices of discipline. Relevant studies were reviewed. Classroom participants’ constructs of classroom life were examined. Five cases studies of Hong Kong secondary schools are presented. The qualitative data were collected with the use of classroom observation, interviews and focus group interviews. The finding shows that some cultural elements were shared by classroom participants. It leads us to the explanation of how the authority and control are produced and maintained with the social structure in Hong Kong classrooms. Finally, the implication of the promotion of pastoral care are given.