Managing cultural diversity in the Hong Kong classroom: Teachers’ narratives of their influence on ethnic minority students’ performance and home-school collaboration

Research output: Contribution to conferencePapers

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.
Original languageEnglish
Publication statusPublished - Apr 2013

Citation

Hue, M.-t. (2013, April). Managing cultural diversity in the Hong Kong classroom: Teachers’ narratives of their influence on ethnic minority students’ performance and home-school collaboration. Paper presented at the American Educational Research Association 2013 Annual Meeting, San Francisco, California.

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