Learning Experiences of South Asian Students in Hong Kong: An Exploratory Comparison of Students in Designated and Non-designated Schools Catherine Chiu Stella Kwok Brenda Lo Technological and Higher Education Institute of Hong Kong (THEi) Yeo Chei Man Senior Secondary School Richard Wu Beatrice Lam Hong Kong Institute of Vocational Education (Tsing Yi)Independent researcher Education, Ethnicity, and Inequality Symposium 12 th – 13 th July 2013 Hong Kong Baptist University The authors acknowledge the funding support of THEi Seed Grant (Project number: ).

Purpose of the Paper Examines four aspects of learning experiences The impact of medium of instruction and language proficiency on learning The separatist policy and its implication for classroom learning Learning support received by students Cultural barriers to learning and integration into the school community Analytical focus How the school contexts affect students’ learning How the students interpret the situations they find themselves in Implications Further studies and career preparation

The Study 5 South Asian students from a designated secondary school for Ethnic Minorities (EM) students in Chai Wan (Hong Kong Island) 6 South Asian students from a non-designated (mainstream) secondary school in Tuen Mun (The New Territories) All interviewees were recommended by their schools Semi-structured interviews April and May, 2013 Length of interviews: Most around 30 minutes; Some are more than 40 minutes Field Work

Profile of the Two Schools Designated Secondary School in Chai Wan Non-designated Secondary School in Tuen Mun Year of establishment Year of gaining designated school status 2005N. A. Total student population Proportion of ethnic minority (EM) students About 80%About 11% Ethnicity of the largest group of EM students Pakistani (about 60% of EM) Nepalese (about 20% of EM) The remaining 20% are from India, Thailand, The Philippines & Sudan Pakistani (about 75% of EM) The remaining 25% are from India, Thailand, The Philippines & Vietnam

Profile of the Interviewees Designated SchoolNon-designated School Ethnicity1 Indian 1 Nepalese 3 Pakistani 1 Nepalese 5 Pakistani Level of Study 5 Secondary 5 3 Secondary 4 3 Secondary 5 Sex2 Female 3 Male 3 Female 3 Male Place of Birth1 born in Hong Kong 1 born in India 1 born in Nepal 2 born in Pakistan 4 born in Hong Kong 1 born in Nepal 1 born in Pakistan Years of residence in Hong Kong 1 since birth The rest: 2.5 years /3 years / 10 years / 15 years 4 since birth The rest: 14 years / 15 years

Medium of Instruction (MOI) Designated SchoolNon-designated School MOIEnglishChinese in Liberal Studies For Math, students have a choice between English and Chinese; Students also have choice of MOI in no more than two elective subjects ImpactFacilitates learning in Liberal Studies  independent learning by reading and finding materials on the internet Adversely affects results in Liberal Studies as students lack the language proficiency required to produce detailed explanations and arguments for Liberal Studies questions

Chinese Language Designated SchoolNon-Designated School Level taught GCSE/GCE level Ethnic minority (EM) students are streamed according to their level of Chinese proficiency Diploma of Secondary Education (DSE) level in regular classes attended by both local and EM students GCSE level in remedial classes for EM students Students’ views on Chinese Language Those who were born in Hong Kong (HK) or have been in HK for 10 years or more do not find it a difficult subject Students who have been in HK 3 years or less cannot communicate in Chinese in everyday life and find Chinese Language a difficult subject Students are unable to reach the standard required for comprehension and listening exercises Most would like to see:  The Chinese Language and/or Liberal Studies curriculum made easier  The weighting of the Chinese Language subject reduced in the entire curriculum

Separatist VS Non-separatist Instruction Designated School Non-designated School All classes are ethnically segregated Interviewees recommend streaming of students by level of motivation and performance, not along ethnic lines EM students who are less- motivated and lower-achieving are seen as disruptive in classes Only remedial classes are ethnically segregated EM students encounter difficulties in non-separatist instruction in regular classes (Chinese Language and Liberal Studies)

Learning Support (1) Designated School Non-designated School In most cases, parents and siblings are unable to help with school work Siblings’ schooling trajectory matters Many students have difficulties in Chinese Language, Liberal Studies and Math Extra classes will only be given when enough students make a request Deterrents:  Teachers’ poor classroom management  English proficiency of teachers is wanting  (For students who have problems in Math) Pedagogies used do not help students learn Remedial classes in Chinese Language, Liberal Studies and Math Students find them too simple  do not help them cope with examinations Six days of remedial classes per week is an overload to students

Learning Support (2) Cram schools (shadow education) are not an option for most students Too Expensive Classes are conducted in Chinese (For students in the designated school) Incompatibility with school curriculum (for example, in their school, they learn Chinese Language at the GCSE level whereas cram schools teach Chinese Language at the Diploma of Secondary Education level) (For students in the non-designated school) Remedial classes have taken up too much time Services offered by NGOs for ethnic minority students are not for them Initiation programs offered by NGOs targeting at ethnic minority students are for newly arrived children, not them No services available for senior secondary school students

Integration into the School Community Students in Designated School Students in Non-designated School Ethnic composition of students matters the Pakistanis feel at home in a Pakistani-dominated environment the Nepalese student finds it difficult to bond with Chinese students under a separatist policy the Indian student feels lonely because of difference in religious beliefs Minimal barriers among students who were born in Hong Kong (HK) or have been in HK for more than 14 years have attended non-designated schools since kindergarten Even those who switched from a designated primary school do not find culture a barrier because their parents emphasize the importance of learning Chinese they are following the footsteps of their siblings or cousins

Aspirations Career  Professional; public service; creative industries; entrepreneurial Education  All aim to obtain a bachelor’s degree Social expectation Parental aspirations Reference points: siblings, cousins Education and Career Aspirations Influences Perceived challenges /barriers Lack of self-effort Inability to do well in Chinese Language

Concluding Remarks Medium of Instruction (MOI) and learning support in schools  English as MOI in the designated school helps ethnic minority (EM) students - Extra resources do not facilitate Chinese language learning  Chinese as MOI is a big barrier to students in the non-designated school  Remedial classes are not seen as effective Separatist policy in the designated school  Disruptions in classroom learning caused by unmotivated and unruly students - an issue not visible in discourses championing the separatist policy  Integration into the school community is a challenge for EM students who are a minority in the EM group Educational and career aspirations  For many, there is a big gap between abilities and aspirations  Structural barriers are hidden from purview  attributions to barriers at the individual level dominate the account of all students

Implications English as medium of instruction, especially for Liberal Studies Help students in Chinese language proficiency  Teaching of Chinese as a foreign language Language English enhancement Teaching of Chinese as a foreign language Classroom management Capacity building for teachers More information about “second-chance” education programmes for those who miss out at Secondary 3 and Secondary 6 Skills training and foundation programs School guidance programme  Basic craft  Technical  Vocational studies