Building up culturally responsive schools: Hong Kong teachers’ views of teaching efficacy and cross-cultural experience of ethnic minority students

Abstract

Many schools and NGOs in Hong Kong are deeply concerned with the welfare of ethnic minority students. This paper examines the experience of teachers working in schools where Chinese and non-Chinese students are accommodated. Quantitative and qualitative data respectively collected from a survey and an interview study will be reported. The survey involving 282 teachers from 10 schools explored their perceptions of teaching efficacy. The findings showed that teachers felt more confident in teaching non-Chinese than teaching Chinese students. This finding was illuminated by an interview study into teachers’ view of the cross-experience of students. 25 teachers from four schools were involved. It showed that teachers constructed the behaviour and needs of Chinese and non-Chinese students and their parents differently, in terms of social behaviour, cultural practices, gender identities, languages, and educational aspiration, and that the school, home and community were disconnected. This paper argues that to implement the ethos of equality and social justices, it is not only necessary for the school and government to develop culturally responsive approaches to teaching, but equally important to develop a connected schooling ecology where ethnic minority students and parents can be consistently supported in classroom, in school, at home and in community.