Yuet Mui Celeste 袁月梅 Yuen
Biographic Data
| ID | 6458231 |
|---|---|
| NAME | Yuet Mui Celeste 袁月梅 Yuen |
| GIVEN NAMES | Yuet Mui Celeste 袁月梅 |
| FAMILY NAME | Yuen |
| SIGNATURE | YUEN Y M C 袁 |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0001-9846-5479 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 57 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Inclusivity of the Hong Kong higher education system: A critical policy analysis
As centres of higher learning, universities have a unique imperative to promote diversity and inclusion on their campuses. While a supportive campus environment promotes students” intercultural competence and a sense of belonging in the university’s community, a lack of intentional policy structure impedes campus inclusion. This paper aims to examine the institutional policy environment of universities in Hong Kong in order to determine how if at…
Impacts of religious secondary schools in Hong Kong on student attitudes towards school life
Research shows that religious schools foster academic achievements among middle and high schoolers. However, research into student attitudes towards the quality of school life in religious schools remains scarce. This study utilised a questionnaire to assess the relationship between a school’s religious affiliation and students’ religious affect, life satisfaction, personality, age, gender, and attitudes towards school. A sample of 4,468 secondar…
Christian affiliation and personality among secondary students in religious schools in Hong Kong: Testing the Chinese Junior Personality Scales in Three Dimensions (JPS3D)
Data provided by 4468 12- to 18-year-old students enrolled in 10 religious secondary schools in Hong Kong are employed to address two research aims. First, the data support the three factor structure of the Chinese Junior Personality Scales in Three Dimensions, and document the internal consistency reliability and construct validity of these three scales (measuring extraversion, anxiety, and toughmindedness). Second, the data support the hypothes…
The role of religion in civic engagement of young people from diverse cultures in Hong Kong
Young people have ascribed a key role in social development, and promoting positive youth civic participation is a shared global agenda. Youth with a religious faith tend to be more concerned with social and public issues than their non-religious peers. This empirical study investigates the relationships between religious affiliation and civic engagement outcomes in adolescents from diverse Hong Kong cultures. The psychometric properties of a cus…
Perceptions of Social Justice Among the South Asian and Mainstream Chinese Youth from Diverse Cultural Backgrounds in Hong Kong
This study examined the attitudes of young people from different cultural backgrounds in Hong Kong toward social justice, in particular those regarding gender, racial/ethnic equalities, and immigrant rights. Among the sample of 15,428 adolescents, aged 12 to 19, 7.1% were South Asians, 15.5% were immigrants from mainland China, 4.1% were cross-boundary students, 73% were Hong Kong mainstream Chinese, and 0.3% did not indicate. Their civic attitud…
Religious belief and its association with life satisfaction of adolescents in Hong Kong
The present study seeks to understand the association of adolescents' religious belief with life satisfaction in Hong Kong. Data of 5,812 adolescents' key demographic information and life satisfaction were gathered through stratified sampling in order to reflect four distinctive adolescent groups in Hong Kong: Hong Kong Mainstream Chinese Students (HKMCS), Non-Chinese Speaking South and south-east Asian Students (NCS), Chinese Immigrant Students …
Mapping the Life Satisfaction of Adolescents in Hong Kong Secondary Schools With High Ethnic Concentration
The present study aims to map the life satisfaction of adolescents from ethnic minority/immigrant backgrounds in schools with high concentrations of co-ethnic peers by comparing them with their mainstream counterparts in Hong Kong. The life satisfaction of 1,522 students was measured by the validated Multidimensional Students' Life Satisfaction Scale. Tests of invariance were conducted followed by latent mean analysis. In contrast to the public d…
Gender differences in life satisfaction and spiritual health among the junior immigrant and local Hong Kong secondary students
This article examines differences in life satisfaction and spiritual health (SH) between male and female and between immigrant and local Chinese junior secondary students in Hong Kong. Both the Multi-Dimensional Students’ Life Satisfaction Scale (MSLSS) and Spiritual Health and Life Orientation Measure (SHALOM) were employed. The sample comprised 6917 junior secondary students, aged 12–15. Results indicate that gender differences exist in specifi…
School Engagement and Civic Engagement as Predictors for the Future Political Participation of Ethnic Chinese and South Asian Adolescents in Hong Kong
This paper reports the findings of a large study on the relationship between school and civic engagement and the self-perceived participation in political activities of ethnic Chinese and South Asian immigrant students in Hong Kong. Data was collected from a sample of 5,574 6 th -11 th graders aged 12-19. The nature of school engagement was assessed by a self-rated questionnaire against the affective, behavioral and cognitive domains. Students' c…
Ethnicity, level of study, gender, religious affiliation and life satisfaction of adolescents from diverse cultures in Hong Kong
This study investigated the life satisfaction of adolescents from diverse cultures in Hong Kong. The total sample consisted of 1644 secondary school students. Life satisfaction was measured by the validated 6-point questionnaire instrument, multidimensional students' life satisfaction scale (MSLSS). The research found that, among the five domains of life satisfaction, the Friends domain received the highest and the School domain received the lowe…
New Schooling and New Identities: Chinese Immigrant Students' Perspectives
Given the traditional emphasis on academic achievement in a Confucius-heritage society, schooling has been one of the key elements of new Chinese learners in Hong Kong in their construction of self-identity. This article addresses the identity issues of two young Mainland Chinese immigrant students and one cross-boundary student (CBS), a resident of Shenzhen who is attending a Hong Kong school on a daily basis. They are in their first, second or …
Assimilation, Integration and the Construction of Identity: The experience of Chinese cross-boundary and newly arrived students in Hong Kong schools
This paper explores how two student groups, namely cross-boundary (CBS) and newly arrived students (NAS) from mainland China are assimilated or integrated in the construction of identity in Hong Kong schools and society as a whole. Research methods include in-depth individual interviews with the target students and their parents, and the administration of a picture-sociometric and writing exercise to explore their views on cultural and national i…
Dimensions of diversity: Challenges to secondary school teachers with implications for intercultural teacher education
The intercultural sensitivity of student teachers in three cities
This study represents an initial attempt to determine and compare the levels of the intercultural sensitivity of three samples of student teachers in Hong Kong, Shanghai and Singapore using the Intercultural Development Inventory (IDI). A total of 317 student teachers participated in the study. Across the three samples, the majority of participants tended to see the world from an ethnocentric perspective and tended to simplify or polarize cultura…
The intercultural sensitivity of secondary teachers in Hong Kong: A comparative study with implications for professional development
Teacher education programs and teachers’ own lives in the relatively homogeneous communities of the past have hardly equipped them to assist their students to become interculturally sensitive, global citizens. This study compares the levels of intercultural sensitivity of secondary school teachers in four Hong Kong schools using the Intercultural Development Inventory (IDI). Findings indicate unique IDI profiles at each of the four schools in the…
The early experience of intercultural teacher education in Hong Kong
This paper draws conclusions from a pioneering project that has offered a systematic institute‐school support scheme for the education of newly arrived students from mainland China (NAS) in six Hong Kong primary schools. It begins with an overview of the monocultural nature of Hong Kong education and its early experience in educating the NAS. An analysis of the project is then given, highlighting the way in which the six schools have responded to…
Dimensions of diversity: Challenges to secondary school teachers with implications for intercultural teacher education
The intercultural sensitivity of secondary teachers in Hong Kong: A comparative study with implications for professional development
Teacher education programs and teachers’ own lives in the relatively homogeneous communities of the past have hardly equipped them to assist their students to become interculturally sensitive, global citizens. This study compares the levels of intercultural sensitivity of secondary school teachers in four Hong Kong schools using the Intercultural Development Inventory (IDI). Findings indicate unique IDI profiles at each of the four schools in the…
The intercultural sensitivity of student teachers in three cities
This study represents an initial attempt to determine and compare the levels of the intercultural sensitivity of three samples of student teachers in Hong Kong, Shanghai and Singapore using the Intercultural Development Inventory (IDI). A total of 317 student teachers participated in the study. Across the three samples, the majority of participants tended to see the world from an ethnocentric perspective and tended to simplify or polarize cultura…
Mapping the Life Satisfaction of Adolescents in Hong Kong Secondary Schools With High Ethnic Concentration
The present study aims to map the life satisfaction of adolescents from ethnic minority/immigrant backgrounds in schools with high concentrations of co-ethnic peers by comparing them with their mainstream counterparts in Hong Kong. The life satisfaction of 1,522 students was measured by the validated Multidimensional Students' Life Satisfaction Scale. Tests of invariance were conducted followed by latent mean analysis. In contrast to the public d…
Ethnicity, level of study, gender, religious affiliation and life satisfaction of adolescents from diverse cultures in Hong Kong
This study investigated the life satisfaction of adolescents from diverse cultures in Hong Kong. The total sample consisted of 1644 secondary school students. Life satisfaction was measured by the validated 6-point questionnaire instrument, multidimensional students' life satisfaction scale (MSLSS). The research found that, among the five domains of life satisfaction, the Friends domain received the highest and the School domain received the lowe…
Perceptions of Social Justice Among the South Asian and Mainstream Chinese Youth from Diverse Cultural Backgrounds in Hong Kong
This study examined the attitudes of young people from different cultural backgrounds in Hong Kong toward social justice, in particular those regarding gender, racial/ethnic equalities, and immigrant rights. Among the sample of 15,428 adolescents, aged 12 to 19, 7.1% were South Asians, 15.5% were immigrants from mainland China, 4.1% were cross-boundary students, 73% were Hong Kong mainstream Chinese, and 0.3% did not indicate. Their civic attitud…
The early experience of intercultural teacher education in Hong Kong
This paper draws conclusions from a pioneering project that has offered a systematic institute‐school support scheme for the education of newly arrived students from mainland China (NAS) in six Hong Kong primary schools. It begins with an overview of the monocultural nature of Hong Kong education and its early experience in educating the NAS. An analysis of the project is then given, highlighting the way in which the six schools have responded to…
The early experience of intercultural teacher education in Hong Kong
This paper draws conclusions from a pioneering project that has offered a systematic institute‐school support scheme for the education of newly arrived students from mainland China (NAS) in six Hong Kong primary schools. It begins with an overview of the monocultural nature of Hong Kong education and its early experience in educating the NAS. An analysis of the project is then given, highlighting the way in which the six schools have responded to…
The intercultural sensitivity of secondary teachers in Hong Kong: A comparative study with implications for professional development
Teacher education programs and teachers’ own lives in the relatively homogeneous communities of the past have hardly equipped them to assist their students to become interculturally sensitive, global citizens. This study compares the levels of intercultural sensitivity of secondary school teachers in four Hong Kong schools using the Intercultural Development Inventory (IDI). Findings indicate unique IDI profiles at each of the four schools in the…
The intercultural sensitivity of student teachers in three cities
This study represents an initial attempt to determine and compare the levels of the intercultural sensitivity of three samples of student teachers in Hong Kong, Shanghai and Singapore using the Intercultural Development Inventory (IDI). A total of 317 student teachers participated in the study. Across the three samples, the majority of participants tended to see the world from an ethnocentric perspective and tended to simplify or polarize cultura…
Dimensions of diversity: Challenges to secondary school teachers with implications for intercultural teacher education
Assimilation, Integration and the Construction of Identity: The experience of Chinese cross-boundary and newly arrived students in Hong Kong schools
This paper explores how two student groups, namely cross-boundary (CBS) and newly arrived students (NAS) from mainland China are assimilated or integrated in the construction of identity in Hong Kong schools and society as a whole. Research methods include in-depth individual interviews with the target students and their parents, and the administration of a picture-sociometric and writing exercise to explore their views on cultural and national i…
New Schooling and New Identities: Chinese Immigrant Students' Perspectives
Given the traditional emphasis on academic achievement in a Confucius-heritage society, schooling has been one of the key elements of new Chinese learners in Hong Kong in their construction of self-identity. This article addresses the identity issues of two young Mainland Chinese immigrant students and one cross-boundary student (CBS), a resident of Shenzhen who is attending a Hong Kong school on a daily basis. They are in their first, second or …
School Engagement and Civic Engagement as Predictors for the Future Political Participation of Ethnic Chinese and South Asian Adolescents in Hong Kong
This paper reports the findings of a large study on the relationship between school and civic engagement and the self-perceived participation in political activities of ethnic Chinese and South Asian immigrant students in Hong Kong. Data was collected from a sample of 5,574 6 th -11 th graders aged 12-19. The nature of school engagement was assessed by a self-rated questionnaire against the affective, behavioral and cognitive domains. Students' c…
Ethnicity, level of study, gender, religious affiliation and life satisfaction of adolescents from diverse cultures in Hong Kong
This study investigated the life satisfaction of adolescents from diverse cultures in Hong Kong. The total sample consisted of 1644 secondary school students. Life satisfaction was measured by the validated 6-point questionnaire instrument, multidimensional students' life satisfaction scale (MSLSS). The research found that, among the five domains of life satisfaction, the Friends domain received the highest and the School domain received the lowe…
Gender differences in life satisfaction and spiritual health among the junior immigrant and local Hong Kong secondary students
This article examines differences in life satisfaction and spiritual health (SH) between male and female and between immigrant and local Chinese junior secondary students in Hong Kong. Both the Multi-Dimensional Students’ Life Satisfaction Scale (MSLSS) and Spiritual Health and Life Orientation Measure (SHALOM) were employed. The sample comprised 6917 junior secondary students, aged 12–15. Results indicate that gender differences exist in specifi…
Religious belief and its association with life satisfaction of adolescents in Hong Kong
The present study seeks to understand the association of adolescents' religious belief with life satisfaction in Hong Kong. Data of 5,812 adolescents' key demographic information and life satisfaction were gathered through stratified sampling in order to reflect four distinctive adolescent groups in Hong Kong: Hong Kong Mainstream Chinese Students (HKMCS), Non-Chinese Speaking South and south-east Asian Students (NCS), Chinese Immigrant Students …
Mapping the Life Satisfaction of Adolescents in Hong Kong Secondary Schools With High Ethnic Concentration
The present study aims to map the life satisfaction of adolescents from ethnic minority/immigrant backgrounds in schools with high concentrations of co-ethnic peers by comparing them with their mainstream counterparts in Hong Kong. The life satisfaction of 1,522 students was measured by the validated Multidimensional Students' Life Satisfaction Scale. Tests of invariance were conducted followed by latent mean analysis. In contrast to the public d…
Perceptions of Social Justice Among the South Asian and Mainstream Chinese Youth from Diverse Cultural Backgrounds in Hong Kong
This study examined the attitudes of young people from different cultural backgrounds in Hong Kong toward social justice, in particular those regarding gender, racial/ethnic equalities, and immigrant rights. Among the sample of 15,428 adolescents, aged 12 to 19, 7.1% were South Asians, 15.5% were immigrants from mainland China, 4.1% were cross-boundary students, 73% were Hong Kong mainstream Chinese, and 0.3% did not indicate. Their civic attitud…
The role of religion in civic engagement of young people from diverse cultures in Hong Kong
Young people have ascribed a key role in social development, and promoting positive youth civic participation is a shared global agenda. Youth with a religious faith tend to be more concerned with social and public issues than their non-religious peers. This empirical study investigates the relationships between religious affiliation and civic engagement outcomes in adolescents from diverse Hong Kong cultures. The psychometric properties of a cus…
Impacts of religious secondary schools in Hong Kong on student attitudes towards school life
Research shows that religious schools foster academic achievements among middle and high schoolers. However, research into student attitudes towards the quality of school life in religious schools remains scarce. This study utilised a questionnaire to assess the relationship between a school’s religious affiliation and students’ religious affect, life satisfaction, personality, age, gender, and attitudes towards school. A sample of 4,468 secondar…
Christian affiliation and personality among secondary students in religious schools in Hong Kong: Testing the Chinese Junior Personality Scales in Three Dimensions (JPS3D)
Data provided by 4468 12- to 18-year-old students enrolled in 10 religious secondary schools in Hong Kong are employed to address two research aims. First, the data support the three factor structure of the Chinese Junior Personality Scales in Three Dimensions, and document the internal consistency reliability and construct validity of these three scales (measuring extraversion, anxiety, and toughmindedness). Second, the data support the hypothes…
Inclusivity of the Hong Kong higher education system: A critical policy analysis
As centres of higher learning, universities have a unique imperative to promote diversity and inclusion on their campuses. While a supportive campus environment promotes students” intercultural competence and a sense of belonging in the university’s community, a lack of intentional policy structure impedes campus inclusion. This paper aims to examine the institutional policy environment of universities in Hong Kong in order to determine how if at…
Psychology (13 works) · Social Psychology (10 works) · Sociology (10 works) · Pedagogy (9 works) · Political science (9 works) · Ethnic group (7 works) · China (6 works) · Mainland China (6 works) · Parental Involvement in Education (6 works) · Immigration (5 works)