Hong Kong ethnic minority students' perceptions of further study opportunities in their life foregrounds : a mixed methodology investigation into student and researcher beliefs and experiences

Abstract

The issues of concern behind this research are the low academic achievement and university attendance rates among ethnic minority (EM) students in local Hong Kong schools. This study focuses on how a group of Form 4 Hong Kong secondary school ethnic minority (EM) students perceive further study opportunities (FSO) and what factors influence such perceptions. The objectives are to explore to what degree their basic psychological needs are being met; to explore the variation in how they perceive FSO; to explore possible connections between their perceptions and their cultural, sociological and cultural-psychological experiences; to explore experiences that possibly affect their ways of thinking about FSO and to draw upon their perceptions and experiences to reflect upon a local Hong Kong school’s current practices and possible improvements to enhance their FSO experiences. The mixed methods research approach includes: a qualitative phenomenographic analysis of 16 semi-structured interviews; the Self-determination Theory’s (SDT) Basic Psychological Needs (BPN) scale, and an examination of case studies using Bronfenbrenner’s Ecological Framework of Human Development. The phenomenographic investigation reveals four different ways of seeing: FSO as out of their control or reach due to social conditions; FSO as fulfilling a filial responsibility; FSO as fulfilling a personal aspiration and FSO as a space to allow possibilities to unfold. The trends among the three sets of data indicate that they have many positive attitudes about FSO but feel they are out of reach due to forces beyond their control. Beyond ideas related to the initial research questions, students share insights into the more fundamental question of what further studies means to them, whether it is important to them, and why. The research, then, goes beyond the phenomenographic perspective of how they see FSO to explore the meanings FSO hold in relation to their overall life foreground. In this larger space, students appear not to focus on the “pie in the sky” university education, but their more basic desires for acceptance and space and time to grow. By listening to their voices, one may hear and feel the weight of doubt that is suffocating their dreams. The researcher’s hope is that these voices will be heard and heeded by all concerned stakeholders. Key words: ethnic minority, Hong Kong, secondary school, further study opportunities, mixed methods research, phenomenography, Self-determination Theory, case studies, Bronfenbrenner’s Ecological Framework of Human Development, life foreground