Promoting cultural responsiveness and multicultural competency through the classroom experience of teachers in Hong Kong schools

Research output: Contribution to conferencePaper

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 2016

Fingerprint

Hong Kong
cultural diversity
classroom
teacher
school
experience
student
national minority
secondary school
interview
performance

Citation

Hue, M.-t. (2016, April). Promoting cultural responsiveness and multicultural competency through the classroom experience of teachers in Hong Kong schools. Paper presented at the 2016 AERA Annual Meeting: Public scholarship to educate diverse democracies, The Walter E. Washington Convention Centre, Washington, DC.