The challenges of making school guidance culturally responsive: Narratives of pastoral needs of ethnic minority students in Hong Kong secondary schools

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6 Citations (Scopus)

Abstract

Many Hong Kong schools are concerned about the growing number of ethnic minority students. How they are supported and how the diversity of their pastoral needs is fulfilled become critical. This article examines teachers', students' and parents' narratives of the cross-cultural experience of ethnic minority students from India, Pakistan, Philippines, Nepal and Thailand, and the diversity of those students' pastoral needs. The qualitative data were collected from interviews, through which the constructs of 32 teachers and 32 students from three secondary schools were explored. Four groups of focus-group interviews were conducted, in which 15 parents were involved. This article argues that to implement the ethos of caring, it is not only necessary for the school to promote the intercultural sensitivity of all practitioners, but equally important to develop a connected school system where ethnic minority students and parents can be consistently supported in the subsystems of classroom, school and home. Copyright © 2010 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)357-369
JournalEducational Studies
Volume36
Issue number4
DOIs
Publication statusPublished - Oct 2010

Citation

Hue, M.-T. (2010). The challenges of making school guidance culturally responsive: Narratives of pastoral needs of ethnic minority students in Hong Kong secondary schools. Educational Studies, 36(4), 357-369.

Keywords

  • School guidance
  • Ethnic minority
  • Cultural responsiveness
  • Pastoral care
  • Narrative study

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