This presentation explores acculturation and identity of ethnic minority students in Hong Kong schools, and how they are associated to their learning needs in schools and to what extend culturally responsive classroom environment has been created for fulfilling their diverse learning and cultural needs. This study was qualitative in nature. Semi-structured interviews were conducted in three secondary schools where large numbers of ethnic minority students from low socio-economic backgrounds were enrolled. With school permission, thirty-two teachers were invited to attend one-on-one interviews. Eighteen were female and 14 were male. The enrolment of ethnic minority students was regarded by the teachers as one of the key factors which made the classroom more diverse and multicultural, with the range of diversity covering race, culture, religion, customs and socioeconomic background. When fulfilling their students’ needs, the teachers struggled with conceptualizing a new rationale for cultural responsiveness to diversity, developing intercultural sensitivity, promoting cultural responsiveness among the students, strengthening the home-school collaboration and broadening ethnic minority students’ aspirations for their education and careers. Copyright © 2019 CiCea.
|Publication status||Published - May 2019|
CitationHue, M.-T. (2019, May). Promoting cultural responsiveness and multicultural competency in Hong Kong schools. Paper presented at the 21st Annual Children’s Identity and Citizenship European Association Conference (CiCea 2019): Europe at a Crossroads: Rights, Values and Identity, Charles University, Karolinum, Czech.
- Ethnic minority