Teaching development grants final and financial report: Increasing Cultural Sensitivity among Pre-service Teachers in Hong Kong

According to the latest Hong Kong Population Census (2013), the number of ethnic minority and non-local Chinese youths has doubled from 27,322 in 2001 to 42,644 in 2011, many of whom are receiving secondary or tertiary education. Despite efforts in promoting diversity, equality, and cultural sensitivity, stigma towards ethnic and cultural minorities remains common in the local context (Crabtree & Wong, 2012). Minority members' negative experiences not only give rise to stress but also poorer well-being (Smith & Khawaja, 2011). Within the existing local teacher education curriculum, there are general education courses that focus on multicultural and race issues. However, they are elective courses and engage a relatively small number of students. We believe basic aptitude in multiculturalism should be cultivated in all student teachers. As such, this intervention study was conducted to enrich student teachers' training to manage diversity in school setting. Needs analysis was first conducted to assess cultural sensitivity among EdUHK students. The intervention involved a three-hour guest lecture and a three-hour e-learning session. In addition to the needs analysis and intervention, we conducted a multicultural study tour co-organized by WEDO GLOBAL and Oxfam to enhance the cultural sensitivity among staff members and EdUHK students.