Gao Fang
Biographic Data
| ID | 668955 |
|---|---|
| NAME | Gao Fang |
| GIVEN NAMES | Gao |
| FAMILY NAME | Fang |
| SIGNATURE | FANG G |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0003-3433-8168 |
| VERIFIED | Yes |
| TOTAL WORKS | 50 |
| TOTAL CITATIONS | 139 |
| AUTHOR COUNT | 50 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Manikin-based practice combined with scenario-based simulation for cardiopulmonary resuscitation training among middle school students: Study protocol for a cluster randomized controlled trial
Background Out-of-hospital cardiac arrest is highly fatal, and the timely delivery of high-quality cardiopulmonary resuscitation (CPR) is critical for improving survival outcomes. However, current CPR training for middle school students is still mainly based on traditional teaching methods, with limited real-life scenario simulation, making it difficult to effectively enhance skill application and emergency response capacity. Manikin-based traini…
Effects of improved creative play interventions on social communication, behavioral, and cognitive function in children with autism spectrum disorder: A randomized controlled trial
Background Children with autism spectrum disorder (ASD) often exhibit deficits in social communication, repetitive behaviors, and cognitive delays. Play-based interventions have shown effectiveness in the treatment of ASD. This study aims to investigate the impact of improved creative play interventions combined with routine rehabilitation on these domains in autistic children. Methods This single-blind randomized controlled trial enrolled 72 chi…
Contrasting Impacts on Carbon Mineralization Kinetics and Temperature Sensitivity: Role of Exogenous Organic Amendments in Reclaimed Mine Soils
Application of soil amendments is an effective management strategy to promote the fertility of highly degraded soil. However, information about the soil carbon (C) mineralization and its temperature sensitivity ( Q 10 ) in response to organic amendment sources in mining areas is limited. To address this knowledge gap, we investigated the impact of exogenous C sources (corn stover, cattle manure, and chicken manure) and two temperature regimes (25…
Social capital and employability development among Chinese Mainland undergraduates in Hong Kong: An exploration of network dynamics, structural constraints and agentic practices
Bourdieu's sociological concept of social capital highlights its significance in enabling individuals to access other forms of capital for personal advantage. In the literature on university students' employability, particularly that concerning international and non‐local students, social capital is widely recognised as a key asset, alongside human, cultural, identity and psychological capital. However, the specific processes through which social…
Moving towards an integrated approach: A conceptual review of campus-based social capital for racial and ethnic minority university students
Hong Kong's non‐local undergraduate recruitment: Policies, institutional practices and student perspectives
Beneath the Hong Kong government's enthusiasm for recruiting non‐local undergraduates—including students from the Chinese Mainland and other international regions—lies a longstanding gap in understanding the core meanings and drivers shaping the territory's expanding focus on inward international student mobility (ISM). This study extends Bourdieu's capital framework beyond its traditional individual‐centred application to explore how the dynamic…
Micronucleus abnormalities and sex differences in medical staff exposed to occupational ionizing radiation: A retrospective cohort study
Background Long-term occupational exposure to low-dose ionizing radiation increases the risk of genetic damage among medical staff. Micronucleus (MN) frequency is a sensitive biomarker of chromosomal damage and genomic instability, but the influence of sex on MN responses to chronic radiation exposure remains insufficiently understood. Objective This study aimed to assess sex – related differences between male and female healthcare workers in MN …
On the verge of ‘post-secondary education-for-all’ and deficit thinking: Teachers’ paradoxical identities towards minority students in Hong Kong
Despite the broadening participation in post-secondary education (PSE) worldwide, the conundrum of disproportionately low PSE enrolments among minority student populations continues to command scholarly attention. Yet, there is a lack of empirical research on the identities of secondary school teachers in the context of minority choice and access to PSE. Taking a critical poststructuralist conceptualisation of teacher professional identity as the…
The ‘three S’ factors influencing Belt and Road Initiative countries’ undergraduate students pursuing higher education in Hong Kong
The school-based multicultural education curriculum in China: A case study of two Yugur middle schools
In China, the school-based multicultural curriculum development in ethnic minority-concentrated areas has long been disregarded or marginalised. Drawing on case studies in two Yugur-dominant schools in Gansu Province, China, this qualitative study explored how a school-based multicultural curriculum was developed and implemented within the framework of duoyuan yiti geju (a framework of diversity within unity), proposed by Fei Xiaotong and recentl…
Home away from home: Campus-based social capital for Hong Kong students in a Mainland university
The discrepancies between inclusive campus climate initiatives and realities: The perspectives of Hong Kong students in a Mainland university of the Greater Bay Area
Within the context of the multipolar higher education landscape, China in the past decade has emerged as an important destination for Hong Kong students, especially in the Guangdong-Hong Kong-Macao Greater Bay Area (GBA). However, little is known about their experiences in Mainland universities. The extant literature on international students moving from the rest to the West, considers individuals’ language barriers and cultural differences as ma…
The emergence of multipolarity in global higher education: The Belt and Road Initiative and African students’ motivations to pursue postgraduate education in China
The past decade has witnessed an unprecedented transformation of China into an important “receiving” nation for international student mobility (ISM), underscored by the Belt and Road Initiative (BRI)-tied African countries becoming the main import markets. The emerging China-bound ISM, driven by contextually-specific motivations, necessitates a re-theorisation of the Western-centric, neo-liberal-driven push–pull model within the broader context o…
Taking innovative humanising pedagogy towards Thirdness: Sustaining the development of intercultural competence
To facilitate intercultural communicative competence, language learners are invited into the triadic capacity of Thirdness, where the social and critical interpretations of intercultural dialogue are explored. Little is known of the specific pedagogical stages to create such a terrain for the development of students' sustainable intercultural competence. Situated within a tertiary-level English classroom in China, this study reveals how teachers …
Avoiding the “Rat race”: Hong Kong students’ sense of belonging to a Chinese university in the Greater Bay Area
Understanding campus-based intercultural social capital for minority university students in Hong Kong
Social capital accrued via cross-racial/ethnic networks plays an important role in the adjustment, persistence and success for minority groups of university students. Yet, few studies offered insight into how intercultural social capital impacts learning and socialising experiences among minority students in non-Western contexts. Drawing on interviews with minority university students in Hong Kong, this study canvassed their intercultural network…
I am not what you label me’: Senses of belonging in a mainland Chinese university among cross‐border Hong Kong students
China's grand strategies (i.e., the Belt and Road Initiative and the Guangdong–Hong Kong–Macao Greater Bay Area) have expedited the popularity of full‐time degree‐bearing study in mainland China. Associated with the exponential growth of inward student populations are proliferating concerns about the capacity of non‐majority/non‐local students to ‘integrate’ and belong in their host universities/colleges. The extant literature on university/colle…
Examining the role of institutional agents and school-based social capital in minority university choice and access
Empirical studies on university choice and access among under-represented racial/ethnic minorities have utilised the concept of school-based social capital (SBSC) – defined by Stanton-Salazar as key resources and support provided by institutional agents (i.e. teachers, counsellors and other staff). They primarily relied upon minority students’ perceptions. Few of them canvassed both staff and student understandings and experiences of SBSC and thu…
Does desegregation matter? A comparative study of school‐based social capital for university‐bound minority students in segregated and desegregated school contexts of Hong Kong
Despite national policies, de facto school segregation for racial/ethnic minority students in the West and East has continued to deepen. In Hong Kong, the segregated school system was abolished in 2013, while from 2004 reformed School Places Allocation Systems encouraged minority students to choose mainstream primary and secondary schools. However, de facto ethnicity‐based school segregation continues to prevail. Most minority students in the mai…
Motivational mechanisms of ethnic minorities’ social media engagement with mainstream culture
Despite evidence of the acculturation benefits of social media engagement with mainstream culture, there is limited understanding of what motivates or demotivates ethnic minorities’ social media engagement with mainstream culture. Adopting the theoretical construct of investment, this study interviewed 31 ethnic minority secondary school students in Hong Kong to examine their engagement with mainstream culture via everyday social media use and th…
Exploring the role of community cultural wealth in university access for minority students
Ethnic minority students—often descendants of earlier waves of immigrants from neighbouring South and Southeast Asian countries—have been under-represented in enrolment in higher education in Hong Kong. In addressing low university/college-enrolment, traditionally under-represented students' family and community are considered deficit and under-resourced, and their inherent values and strengths remain unrecognised and less-explored. This study em…
Are the effects always positive? Rethinking the role of parental social capital in the university choice process
The extant literature on parental involvement in the university choice process sheds light on the positive impact of parents’ social capital on enrolment. Little research captures the complex dynamics of parental social capital that might within certain sociocultural and economic contexts compound the effects on university choice and access. This study contributes insight to address this gap, from the context of Hong Kong. It administered a quest…
Negotiation of native linguistic ideology and cultural identities in English learning: A cultural schema perspective
Despite the proven benefits of combining target language education with corresponding cultural studies, little is known about the impact of infusing and integrating native culture and ideology into English as a Foreign Language (EFL) education. Few studies focus on how Chinese English language learners (ELLs) negotiate multifaceted identities in English classes in which native oriental culture and philosophical values are deeply embedded. Situate…
Guests in someone else’s house? Sense of belonging among ethnic minority students in a Hong Kong university
The evolution of globalisation and ensuing internationalisation of higher education need radical reform of institutional policies and practices to promote education for diversity, equity and inclusion. Extant literature on university/college student persistence/retention witnesses a lack of research on the subjective sense of belonging on campus among ethnic minoritised students who have been historically marginalised in higher education and are …
A Systematic Analysis of Five Years of Research Articles Published in the Journal of Language, Identity, and Education (2015-2019)
This brief report provides an analysis of 114 research articles across 27 issues published in the Journal of Language, Identity, and Education (JLIE) between 2015 and 2019 (Volumes 14–18). Analyses include word frequencies across titles, keywords, and abstracts; degree of integration of language, identity, and education in the published articles; research methodologies employed; and authorship and the geographical distribution of authors. We conc…
Belonging beyond the deficit label: The experiences of ‘non-Chinese speaking’ minority students in Hong Kong
How migrants, refugees and minority groups acquire a sense of belonging in their adopted society is a concern for nations worldwide as they aim to balance the diversity and inclusion of growing numbers of migrants with ensuring harmony and cohesion across society. In postcolonial Hong Kong, the population diversity is accompanied with a swift change in the racialisation of Hong Kong where minorities in schools find themselves categorised as ‘non-…
What it means to be a ‘model minority: Voices of ethnic Koreans in Northeast China
Ethnic Koreans in China have been widely recognized as a ‘model minority’ primarily for academic success. Using the data collected as part of a larger ethnographic research on Korean elementary school students, this paper examines how 27 Korean families construct meaning out of the model minority stereotype in the context of their lived experience in Northeast China. Research results indicate that Koreans constructed the multi-faceted nature of ‘…
Linguistic capital: Continuity and change in educational language polices for South Asians in Hong Kong primary schools
Language-in-education policies within post-colonization, nationalism, and globalization are currently key concerns of the sociology of language as they impact language teaching and learning in multilingual contexts. Despite these concerns, studies of educational language policies for ethnic minorities, in this case, those of South Asians in Hong Kong, are rare. This paper looks at colonial and post-colonial language policies in education with an …
South Asian students’ Chinese language learning in Hong Kong: Motivations and strategies
This paper offers insights into an under-researched area of Chinese language learning among Hong Kong's less affluent South Asians, a group whose members have often been stereotyped as unable to function in the Chinese medium instruction (CMI) teaching system. Data were collected from a survey of approximately 300 South Asian secondary school students and from follow-up semi-structured interviews with 30 student participants. By cross-examining s…
Biculturalism and segregated schooling in Hong Kong
The literature on acculturation illustrates that a bulk of non-dominant ethnocultural minorities consider themselves bicultural, involving both dominant and ethnic cultures. Yet, little is known about how bicultural individuals perceive and construct dual cultures, and how their two cultural identities are played out in daily interactions. While these issues are under-researched, they are vital to policy and practice initiation towards ethnocultu…
Challenges of Discourses on “Model Minority” and “South Korean Wind” for Ethnic Koreans' Schooling in Northeast China
The educational success of ethnic Koreans in China has been achieved through Mandarin–Korean bilingual education, with the Korean language as the medium of instruction. Using the data collected as part of an ethnographic research on Korean elementary school students in a national Korean school in China, this article examines the relation between society-level discourses and school-level politics under the political, economic, historical, and soci…
Korean-Chinese parents' language attitudes and additive bilingual education in China
China's diversity of minority groups, marked by many languages and cultures, has led to much push and pull experience between homogenising forces and indigenous cultures. This is apparent in its bilingual education programme for ethnic minorities, among which Korean diaspora communities are to be counted. Korean-Chinese people in China have been exposed to the global evolution from agricultural economy to market-oriented industrial and post-indus…
Imagined identity of ethnic Koreans and its implication for bilingual education in China
Imagined identity is the way of positioning individuals or being positioned by others in an imagined world, where individuals' cultural identifications interplay with cultural and language practices. This lays the basis for the current research on the construction of imagined memberships by two young ethnic Korean students in China. An analysis of the students' life histories indicates that the negotiation of imagined identities takes place in-be…
Bilingual Education Among Ethnic Koreans in China: Ethnic Language Maintenance and Upward Social Mobility
Ethnic minority education is a challenge for developing countries and a matter of international urgency. This paper imputes bilingual policy for ethnic Koreans as an example for exploring the implementation of bilingual education during China's reform period. Drawn from an ethnographic research study at a bilingual Korean school in northeast China, focus is on the dilemmas facing Korean bilingual education. Although there is diversity among China…
Language and power: Korean–Chinese students' language attitude and practice
Language is not only a method of communication, but also a mechanism of power. The ethnographic research reported in this article documents how a group of Korean students, who are participating in a bilingual Korean school in Northeast China, construct their language attitude and practice. Research findings indicate that the Korean students value both Korean and Chinese language acquisition, and adopt the two languages for self-empowerment in the…
Motivational mechanisms of ethnic minorities’ social media engagement with mainstream culture
Despite evidence of the acculturation benefits of social media engagement with mainstream culture, there is limited understanding of what motivates or demotivates ethnic minorities’ social media engagement with mainstream culture. Adopting the theoretical construct of investment, this study interviewed 31 ethnic minority secondary school students in Hong Kong to examine their engagement with mainstream culture via everyday social media use and th…
Guests in someone else’s house? Sense of belonging among ethnic minority students in a Hong Kong university
The evolution of globalisation and ensuing internationalisation of higher education need radical reform of institutional policies and practices to promote education for diversity, equity and inclusion. Extant literature on university/college student persistence/retention witnesses a lack of research on the subjective sense of belonging on campus among ethnic minoritised students who have been historically marginalised in higher education and are …
Do heterophilous networks work? Investigating school-based social capital and the university choice process among less-privileged ethnic minorities in Hong Kong
Much of the existing literature on social capital and university choice processes postulates that family networks of underrepresented students from poor and minority backgrounds are disadvantaged in university resources and in turn deficit in social capital returns. The literature implies that school-based networks are essential to fill the university information voids at home. Less research, however, poses questions about whether the university …
Unlocking the racialized and gendered educational experiences of South Asian females in Hong Kong: The case study of Pakistani girls
Educating South Asians with different language and cultural backgrounds and integrating them into mainstream society have been a challenge for the educational system of Hong Kong. This study documents the educational experiences of a group of Pakistani girls in the contexts of home, community, and school in Hong Kong. Using ethnographic methods, data collection is based on interviews evoking their life stories. These stories recount how Pakistani…
A comparative analysis of the meaning of model minority among ethnic Koreans in China and the United States
Koreans have been successful in nesting their educational achievement into places like China and the United States, where they have earned the title of 'model minority'. This research is a comparison of the manner in which the model minority stereotype is handled by Korean Chinese and Korean Americans. The gathered data leads us to argue that ethnic Koreans in China and the US construct a multi-faceted meaning in reaction to the 'model minority' …
Paradox of multiculturalism: Invisibility of ‘Koreanness’ in Chinese language curriculum
China’s diverse minorities (shaoshu minzu) with various languages and cultures have much experience with the push and pull of homogenizing forces and indigenous cultures, representing a context-specific paradox of multiculturalism. Within the framework of Fei Xiaotong’s duoyuan yiti geju (plurality within unity), attempts have been made by the Chinese government in the provision of education for its ethnic minorities in order to balance ethnic di…
Understanding campus-based intercultural social capital for minority university students in Hong Kong
Social capital accrued via cross-racial/ethnic networks plays an important role in the adjustment, persistence and success for minority groups of university students. Yet, few studies offered insight into how intercultural social capital impacts learning and socialising experiences among minority students in non-Western contexts. Drawing on interviews with minority university students in Hong Kong, this study canvassed their intercultural network…
Exploring the role of community cultural wealth in university access for minority students
Ethnic minority students—often descendants of earlier waves of immigrants from neighbouring South and Southeast Asian countries—have been under-represented in enrolment in higher education in Hong Kong. In addressing low university/college-enrolment, traditionally under-represented students' family and community are considered deficit and under-resourced, and their inherent values and strengths remain unrecognised and less-explored. This study em…
Negotiation of native linguistic ideology and cultural identities in English learning: A cultural schema perspective
Despite the proven benefits of combining target language education with corresponding cultural studies, little is known about the impact of infusing and integrating native culture and ideology into English as a Foreign Language (EFL) education. Few studies focus on how Chinese English language learners (ELLs) negotiate multifaceted identities in English classes in which native oriental culture and philosophical values are deeply embedded. Situate…
Capital multiplicity and convertibility: Language minorities’ multidimensional challenges to accessing postsecondary education in Hong Kong
Despite rapid growth at the 12-year compulsory education stage, Hong Kong’s non-Chinese language minority students make up only 1.3% of the whole full-time postsecondary student population; their attendance rate is 13.8%, far behind the overall rate of 43.8%. Policy and research focus on their secondary school graduation with a widely recognized nexus between Chinese language deficiency and academic underachievement. Yet lower participation rates…
Being ‘religious and cultural rebels’ or being ‘cultural hybrids’? The role of identity capital in Muslim female university students’ self-construction
Research on university-educated Muslim women in different cultural contexts has displayed an intricate and paradoxical connection between experiences of higher education and identity mediation. A traditional model conceptualizes Muslim female university students as ‘rebels’ against their heritage religion and culture. Recent developments in the context of poststructural feminism highlight the configuration of a hybrid self-image embracing the tar…
The ‘three S’ factors influencing Belt and Road Initiative countries’ undergraduate students pursuing higher education in Hong Kong
I am not what you label me’: Senses of belonging in a mainland Chinese university among cross‐border Hong Kong students
China's grand strategies (i.e., the Belt and Road Initiative and the Guangdong–Hong Kong–Macao Greater Bay Area) have expedited the popularity of full‐time degree‐bearing study in mainland China. Associated with the exponential growth of inward student populations are proliferating concerns about the capacity of non‐majority/non‐local students to ‘integrate’ and belong in their host universities/colleges. The extant literature on university/colle…
Are the effects always positive? Rethinking the role of parental social capital in the university choice process
The extant literature on parental involvement in the university choice process sheds light on the positive impact of parents’ social capital on enrolment. Little research captures the complex dynamics of parental social capital that might within certain sociocultural and economic contexts compound the effects on university choice and access. This study contributes insight to address this gap, from the context of Hong Kong. It administered a quest…
Studying parental involvement and university access and choice: An ‘interacting multiple capitals’ model
Capital‐embedded parental involvement in education is essential in enhancing university enrolment and maximising the educational potentials for equality and excellence. Previous studies in this field have mainly utilised Perna's (, ) model, which defines parental involvement as social capital and identifies the additive influences of different types of capital (including social, economic and cultural capital) on university access and choice. Yet,…
What it means to be a ‘model minority: Voices of ethnic Koreans in Northeast China
Ethnic Koreans in China have been widely recognized as a ‘model minority’ primarily for academic success. Using the data collected as part of a larger ethnographic research on Korean elementary school students, this paper examines how 27 Korean families construct meaning out of the model minority stereotype in the context of their lived experience in Northeast China. Research results indicate that Koreans constructed the multi-faceted nature of ‘…
Challenges of Discourses on “Model Minority” and “South Korean Wind” for Ethnic Koreans' Schooling in Northeast China
The educational success of ethnic Koreans in China has been achieved through Mandarin–Korean bilingual education, with the Korean language as the medium of instruction. Using the data collected as part of an ethnographic research on Korean elementary school students in a national Korean school in China, this article examines the relation between society-level discourses and school-level politics under the political, economic, historical, and soci…
Language and power: Korean–Chinese students' language attitude and practice
Language is not only a method of communication, but also a mechanism of power. The ethnographic research reported in this article documents how a group of Korean students, who are participating in a bilingual Korean school in Northeast China, construct their language attitude and practice. Research findings indicate that the Korean students value both Korean and Chinese language acquisition, and adopt the two languages for self-empowerment in the…
Learning Korean language in China: Motivations and strategies of non-Koreans
The ethnographic research reported in this article documents how a group of non-Korean families, whose children are participating in a Korean bilingual school in Northeast China, construct their motivations and strategies of learning Korean language. The main motivation of expectancy of further education opportunities and success in future career and strategies mainly in establishing Korean sociocultural context for Korean language acquisition ar…
A comparative analysis of the meaning of model minority among ethnic Koreans in China and the United States
Koreans have been successful in nesting their educational achievement into places like China and the United States, where they have earned the title of 'model minority'. This research is a comparison of the manner in which the model minority stereotype is handled by Korean Chinese and Korean Americans. The gathered data leads us to argue that ethnic Koreans in China and the US construct a multi-faceted meaning in reaction to the 'model minority' …
Becoming a Model Minority: Schooling Experiences of Ethnic Koreans in China
Becoming a Model Minority: Schooling Experience of Ethnic Koreans in China looks at the manner in which ethnic Korean students construct self-perception out of the model minority stereotype in their school and lives in Northeast China. It also examines how this self-perception impacts the strength of the model minority stereotype in students' attitudes toward school and strategies for success. Fang Gao shows how this stereotype tends to obscure s…
Bilingual Education Among Ethnic Koreans in China: Ethnic Language Maintenance and Upward Social Mobility
Ethnic minority education is a challenge for developing countries and a matter of international urgency. This paper imputes bilingual policy for ethnic Koreans as an example for exploring the implementation of bilingual education during China's reform period. Drawn from an ethnographic research study at a bilingual Korean school in northeast China, focus is on the dilemmas facing Korean bilingual education. Although there is diversity among China…
Linguistic capital: Continuity and change in educational language polices for South Asians in Hong Kong primary schools
Language-in-education policies within post-colonization, nationalism, and globalization are currently key concerns of the sociology of language as they impact language teaching and learning in multilingual contexts. Despite these concerns, studies of educational language policies for ethnic minorities, in this case, those of South Asians in Hong Kong, are rare. This paper looks at colonial and post-colonial language policies in education with an …
South Asian students’ Chinese language learning in Hong Kong: Motivations and strategies
This paper offers insights into an under-researched area of Chinese language learning among Hong Kong's less affluent South Asians, a group whose members have often been stereotyped as unable to function in the Chinese medium instruction (CMI) teaching system. Data were collected from a survey of approximately 300 South Asian secondary school students and from follow-up semi-structured interviews with 30 student participants. By cross-examining s…
Korean-Chinese parents' language attitudes and additive bilingual education in China
China's diversity of minority groups, marked by many languages and cultures, has led to much push and pull experience between homogenising forces and indigenous cultures. This is apparent in its bilingual education programme for ethnic minorities, among which Korean diaspora communities are to be counted. Korean-Chinese people in China have been exposed to the global evolution from agricultural economy to market-oriented industrial and post-indus…
Imagined identity of ethnic Koreans and its implication for bilingual education in China
Imagined identity is the way of positioning individuals or being positioned by others in an imagined world, where individuals' cultural identifications interplay with cultural and language practices. This lays the basis for the current research on the construction of imagined memberships by two young ethnic Korean students in China. An analysis of the students' life histories indicates that the negotiation of imagined identities takes place in-be…
Unlocking the racialized and gendered educational experiences of South Asian females in Hong Kong: The case study of Pakistani girls
Educating South Asians with different language and cultural backgrounds and integrating them into mainstream society have been a challenge for the educational system of Hong Kong. This study documents the educational experiences of a group of Pakistani girls in the contexts of home, community, and school in Hong Kong. Using ethnographic methods, data collection is based on interviews evoking their life stories. These stories recount how Pakistani…
A community-based multilevel intervention for smoking, physical activity and diet: Short-term findings from the Community Interventions for Health programme in Hangzhou, China
BACKGROUND: To assess the short-term impact of a comprehensive, community-based multilevel intervention on knowledge, beliefs and practices with respect to smoking, physical activity and diet in Hangzhou, China. METHODS: A non-randomised, controlled, before-after quasi-experimental trial was conducted in two intervention areas and one comparison area. The intervention built on a socioecological framework and took place across four settings: neigh…
Idéologie et traduction: La réception des traductions de Lu Xun en France
Lu Xun (1881-1936), le plus grand écrivain de la littérature chinoise du xx e siècle, exerce, par ses écrits de différents genres et ses pensées, une influence durable et vivante en Chine. Ses principales oeuvres ont été traduites dans une vingtaine de langues, ce qui a beaucoup contribué à élargir l’influence de l’écrivain à l’étranger. Or, l’acte de traduire n’est un acte ni isolé, ni purement linguistique. Sa fonction et son fonctionnement var…
Ethnicity and Educational Achievement
Bicultural orientation and Chinese language learning among South Asian ethnic minority students in Hong Kong
Understanding the value of monocultural acculturation orientation to the host culture (assimilation) and bicultural acculturation orientation (integration) for language learning is critical in guiding educational policy and practices for immigrant students. This study aimed to enhance our understanding on the relationship between acculturation orientation and second language (L2) learning. It generated two conceptual models to describe how cultur…
Paradox of multiculturalism: Invisibility of ‘Koreanness’ in Chinese language curriculum
China’s diverse minorities (shaoshu minzu) with various languages and cultures have much experience with the push and pull of homogenizing forces and indigenous cultures, representing a context-specific paradox of multiculturalism. Within the framework of Fei Xiaotong’s duoyuan yiti geju (plurality within unity), attempts have been made by the Chinese government in the provision of education for its ethnic minorities in order to balance ethnic di…
Do heterophilous networks work? Investigating school-based social capital and the university choice process among less-privileged ethnic minorities in Hong Kong
Much of the existing literature on social capital and university choice processes postulates that family networks of underrepresented students from poor and minority backgrounds are disadvantaged in university resources and in turn deficit in social capital returns. The literature implies that school-based networks are essential to fill the university information voids at home. Less research, however, poses questions about whether the university …
Being ‘religious and cultural rebels’ or being ‘cultural hybrids’? The role of identity capital in Muslim female university students’ self-construction
Research on university-educated Muslim women in different cultural contexts has displayed an intricate and paradoxical connection between experiences of higher education and identity mediation. A traditional model conceptualizes Muslim female university students as ‘rebels’ against their heritage religion and culture. Recent developments in the context of poststructural feminism highlight the configuration of a hybrid self-image embracing the tar…
Capital multiplicity and convertibility: Language minorities’ multidimensional challenges to accessing postsecondary education in Hong Kong
Despite rapid growth at the 12-year compulsory education stage, Hong Kong’s non-Chinese language minority students make up only 1.3% of the whole full-time postsecondary student population; their attendance rate is 13.8%, far behind the overall rate of 43.8%. Policy and research focus on their secondary school graduation with a widely recognized nexus between Chinese language deficiency and academic underachievement. Yet lower participation rates…
Studying parental involvement and university access and choice: An ‘interacting multiple capitals’ model
Capital‐embedded parental involvement in education is essential in enhancing university enrolment and maximising the educational potentials for equality and excellence. Previous studies in this field have mainly utilised Perna's (, ) model, which defines parental involvement as social capital and identifies the additive influences of different types of capital (including social, economic and cultural capital) on university access and choice. Yet,…
The Context of ‘ Out of School ’ Ethnic Minority Young People in Hong Kong
In the groundbreaking research that emphasized the importance of responsive multicultural education for young adolescents Manning (1996) argued that diversity’s many forms—demographic, cultural, an
Biculturalism and segregated schooling in Hong Kong
The literature on acculturation illustrates that a bulk of non-dominant ethnocultural minorities consider themselves bicultural, involving both dominant and ethnic cultures. Yet, little is known about how bicultural individuals perceive and construct dual cultures, and how their two cultural identities are played out in daily interactions. While these issues are under-researched, they are vital to policy and practice initiation towards ethnocultu…
Ethnic minority students’ progression to university in Hong Kong: Access and equity
Despite a rapid growth at compulsory education stage in Hong Kong, ethnic minority students are the least represented in local tertiary institutions. This study critically evaluates the effectiveness of government support policies and practices for boosting the capacity of marginalised members of minority community to accessing university. Bourdieusian concepts of capital are employed to explore historically noteworthy progressive steps towards a…
Belonging beyond the deficit label: The experiences of ‘non-Chinese speaking’ minority students in Hong Kong
How migrants, refugees and minority groups acquire a sense of belonging in their adopted society is a concern for nations worldwide as they aim to balance the diversity and inclusion of growing numbers of migrants with ensuring harmony and cohesion across society. In postcolonial Hong Kong, the population diversity is accompanied with a swift change in the racialisation of Hong Kong where minorities in schools find themselves categorised as ‘non-…
Sociology (37 works) · Political science (29 works) · Ethnic group (23 works) · Psychology (21 works) · Pedagogy (20 works) · Gender Studies (19 works) · Gender Studies (18 works) · China (16 works) · Multilingual Education and Policy (16 works) · Social science (15 works)