Teachers from Hong Kong (N ϭ 437) responded to English, math, Cantonese, and Mandarin self-concept items. Confirmatory factor analysis found good support for the distinction of 4 domain-specific selfconcepts. English self-concept had a low correlation with Mandarin self-concept (r ϭ .09) and a negative correlation with Cantonese self-concept (r ϭ -.19). Cantonese and Mandarin, which presumably pertain to a single Chinese language domain, were also negatively correlated (r ϭ -.11). These very low correlations did not allow the 3 language constructs to form a single verbal factor. The results challenge the assumption of a single verbal self-concept construct for speakers of multiple languages. For trilinguals, the verbal self-concept constructs can be very distinct and unrelated to each other.

Predictors of Asian American first‐year college students’ intention to participate in a culturally congruent mentoring program was empirically documented using Ajzen and Fishbein's (1980) theory of reasoned action (TRA). Intention to participate was predicted by the belief that participation eases transition to college. Also, attitude toward participation was positively related to students’ beliefs that participation will strengthen ethnic identity and combat model‐minority myth. With 78% of students who intended to participate, results suggest that Asian American college students need programming that addresses issues as first‐year college students and those related to their cultural experience. The use of the TRA to better understand issues related to peer mentoring is illuminated. Wider implications for implementing culturally congruent mentoring programs in educational settings are discussed.

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This paper reports on an investigation into factors affecting planning effectiveness in Hong Kong self-managing schools. Questionnaire survey data from teachers in schools participating in the Phases 1 and 2 of the School Management Initiative scheme in Hong Kong, are analysed. Principal's support and resource support are found to be significant factors in predicting positive outcomes of planning. The concept of flexible planning is explored and conceptualized in terms of built-in flexibility and flexibility through evaluation. An interactive model, `A Self-Managing School Planning Model', which is responsive, recurrent and flexible in nature is proposed.

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