Teacher Expectations of South Asian Students in a Hong Kong Primary School

نوع مقاله : مقاله علمی- پژوهشی

نویسندگان

1 دانشکده علوم تربیتی، دانشگاه هونگ کونگ، هونگ کونگ.

2 گروه مدیریت و برنامه ریزی آموزشی، دانشگاه علوم تربیتی هونگ کونگ، هونگ کونگ.

3 دانشگاه علوم تربیتی هونگ کونگ، هونگ کونگ.

10.22034/jpiut.2026.21252

چکیده

South Asian ethnic minorities (SAEMs) represent a growing population in Hong Kong public education. However, schools struggle to offer them fair and equitable education. One frequently mentioned, but rarely studied component in their performance is teachers’ lower expectations. This article reports on a qualitative case study to examine ethnically Chinese teachers’ expectations of South Asian students in a public primary school in Hong Kong. Five Chinese teachers were interviewed, with observations in three of these teachers’ classrooms. Results indicate teachers have lower expectations. Several influencing factors were identified, including perceptions of cultural differences between Chinese teachers and South Asian ethnic minorities’ families and inadequate training of teachers in Chinese as a second language and incorporating diversified learning strategies into the curriculum. This is one of the first studies specifically focused on exploring in greater details primary teachers’ expectations about South Asian students in Hong Kong.

کلیدواژه‌ها

عنوان مقاله [English]

Teacher Expectations of South Asian Students in a Hong Kong Primary School

نویسندگان [English]

  • Jessika Clarkson 1
  • Miron Bhomwik 2
  • Liz Jackson 3
1 Faculty of Education, University of Hong Kong, Hong Kong.
2 Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong.
3 Faculty of Education, University of Hong Kong, Hong Kong
چکیده [English]

South Asian ethnic minorities (SAEMs) represent a growing population in Hong Kong public education. However, schools struggle to offer them fair and equitable education. One frequently mentioned, but rarely studied component in their performance is teachers’ lower expectations. This article reports on a qualitative case study to examine ethnically Chinese teachers’ expectations of South Asian students in a public primary school in Hong Kong. Five Chinese teachers were interviewed, with observations in three of these teachers’ classrooms. Results indicate teachers have lower expectations. Several influencing factors were identified, including perceptions of cultural differences between Chinese teachers and South Asian ethnic minorities’ families and inadequate training of teachers in Chinese as a second language and incorporating diversified learning strategies into the curriculum. This is one of the first studies specifically focused on exploring in greater details primary teachers’ expectations about South Asian students in Hong Kong.

کلیدواژه‌ها [English]

  • Hong Kong
  • Primary Education
  • Teacher Expectations
  • South Asian Students

مراجع

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مجله پژوهش های فلسفی
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