Barriers Militating Against the Social Inclusion of Low-Income Pakistani Minority Groups in Hong Kong

Crabtree, Sara Ashencaen; Wong, Hung

doi:10.1080/21650993.2010.9756087

Cited by 8 publications

(5 citation statements)

References 18 publications

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“…Students have diverse learning needs due to their ethnicity, gender, socioeconomic status, preferred learning styles, abilities, and interests (Strand, 2014; Yuen, 2013). Numerous studies have examined the educational attainment of ethnic minority students in K-12 settings (Crabtree & Wong, 2010). In many societies, such as the U.S., the U.K., and Hong Kong SAR, ethnic minority groups are often perceived as underprivileged because they have different educational needs from the dominant group (Crabtree & Wong, 2010; Hue & Kennedy, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Numerous studies have examined the educational attainment of ethnic minority students in K-12 settings (Crabtree & Wong, 2010). In many societies, such as the U.S., the U.K., and Hong Kong SAR, ethnic minority groups are often perceived as underprivileged because they have different educational needs from the dominant group (Crabtree & Wong, 2010; Hue & Kennedy, 2014). In Hong Kong, the academic performance of ethnic minority students is often lower than that of Chinese students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Although this proportion is relatively small, it has been increasing (Hue & Kennedy, 2013, 2014). Many of these students in the public schools are from low socioeconomic backgrounds, have difficulty learning Chinese, and are academically at risk (Crabtree & Wong, 2010; Hue & Kennedy, 2014).…”

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confidence: 99%

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Strategic Use of Technology for Inclusive Education in Hong Kong: A Content-Level Perspective

Chiu

Lim

2020

ECNU Review of Education

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Purpose: A growing body of research has focused on the topic of inclusive education for ethnic minorities in Hong Kong. At the same time, few scholars have explored the role technology can play in enhancing inclusivity within the context of quality education. This study examines how the differentiated use of technology that takes into account disparities in prior knowledge can benefit students of different learning backgrounds. Design/Approach/Methods: This study adopted an experimental design to investigate how content-specific and content-neutral technologies can be strategically used to support the classroom discussions of Chinese and ethnic minority students’ learning Chinese language and mathematics. One hundred and twenty-one secondary school students participated in the study. Each student was randomly assigned to a condition, in a 2 (ethnicity: Chinese vs. ethnic minority) × 2 (content: content-specific first vs. content-neutral first) design. Findings: The study found that (a) for Chinese language lessons, ethnic minority students preferred to learn with content-neutral and content-specific technologies in prediscussion and postdiscussion activities, respectively; whereas the Chinese students’ preferences were the opposite and (b) for mathematics lessons, both groups of students performed better when content-specific and content-neutral technologies were used in prediscussion and postdiscussion activities, respectively. Originality/Value: The study presents five practical suggestions for the strategic use of technology in inclusive classrooms in Hong Kong.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Strategic Use of Technology for Inclusive Education in Hong Kong: A Content-Level Perspective

Chiu

Lim

2020

ECNU Review of Education

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“…This can create limited life opportunities, such as lower schooling (Kennedy, 2012), and a higher representation of ethnic minorities in low-paying jobs in Hong Kong (Law and Lee, 2014). Ethnic minorities have also frequently reported their struggles in Hong Kong's mainstream society regarding perceived discrimination (Crabtree and Wong, 2013) and social exclusion (Crabtree and Wong, 2010). By incorporating culturally responsive and sensitive social work education and practice, ethnic minorities can be empowered by social workers to overcome these struggles (Crabtree, 2011).…”

Section: The Social Work Profession and Serving Ethnic Minorities In Hong Kongmentioning

confidence: 99%

Reshaping the social work education system toward cultural competency: The Hong Kong case

Arat

Kerelian

2017

International Social Work

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Hong Kong is a self-branded international city in Asia. Culturally competent service delivery for ethnic minorities is a nascent arena in the social work profession within the territory. This article attempts to depict the ways in which ethnic groups are situated within local social work practice, reviews the Hong Kong context of a culturally responsive social work profession, and proposes a framework for a more inclusive social work curriculum. In this framework on culturally competent social work education, the authors argue that social harmony and social justice are not mutually exclusive, calling for a (re)conceptualization of social harmony inclusive of social justice.

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“…However, they are unable to integrate into Hong Kong society because of language and cultural (negative stereotypes) barriers that deprive them of employment opportunities and access to social services (Crabtree and Wong, forthcoming). Numerous studies have shown that, aside from FDHs, ethnic minorities in Hong Kong face various forms of racial discrimination on a daily basis, including employment (Ku, 2008), housing (Chan and Ku, 2005), education (Loper, 2004), and provision of social services (Crabtree and Wong, 2010).…”

Section: Life Of Hong Kong South and Southeast Asiansmentioning

confidence: 99%

Importing Western values versus indigenization: Social work practice with ethnic minorities in Hong Kong

Law

Lee

2014

International Social Work

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Serious debate about the indigenization of social work has transpired recently. This article argues that by taking indigenization as an interactive and non-linear process that helps cultivate a multicultural social work practice within a society, importing Western social work practice and indigenization are compatible. In particular, this article attempts to illustrate the compatibility by analyzing how political activists employ Western values and practice, the universal human rights discourse, and mainstreaming, to fight for the rights of Hong Kong ethnic minorities, which may consequently lead to the development of a multicultural social work practice.

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Barriers Militating Against the Social Inclusion of Low-Income Pakistani Minority Groups in Hong Kong

Cited by 8 publications

References 18 publications

Strategic Use of Technology for Inclusive Education in Hong Kong: A Content-Level Perspective

Strategic Use of Technology for Inclusive Education in Hong Kong: A Content-Level Perspective

Reshaping the social work education system toward cultural competency: The Hong Kong case

Importing Western values versus indigenization: Social work practice with ethnic minorities in Hong Kong

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