How Can Collaborative Partnership between Schools and Ethnic Minority Parents Affect Student Achievement in Hong Kong Context-OA Journal of Education Research-Pubscie

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How Can Collaborative Partnership between Schools and Ethnic Minority Parents Affect Student Achievement in Hong Kong Context

DOI: 10.26855/oajer.2022.10.008
Year, volume (issue): 2022, 1(4)
pp. 284-288
Published in: OA Journal of Education Research
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Jianing Liu

Parent-school collaboration, ethnic minority, student achievement, Hong Kong

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Abstract

Parent-school collaboration is always one of the core contents of todays educational issues. Efficient collaborative partnership between schools and parents helps improve student achievement to a certain extent. Ethnic minority students can easily be found in different types of schools in today’s Hong Kong, who are regarded as a special group of people mainly come from Southeast Asia. Because of the language barriers and sense of belonging and any other related problems, families from ethnic minorities need more supports from the government, schools and teachers to help with their children’s learning achievements. Through illustrating the current situation of cooperation between Hong Kong schools and ethnic minority parents, this essay aims to discover what affect home-school collaboration from the policy level, school-based management level and parental level respectively, and explore the current partnerships between ethnic minority families and schools in Hong Kong context to further analyze the factors influence ethnic minority students’ achievement.

Keywords: Parent-school collaboration, ethnic minority, student achievement, Hong Kong

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Bhowmik, M., Kennedy, K., & Hue, M. (2018). Education for all – but not Hong Kong’s ethnic minority students. Race Ethnicity and Education, 21(5), 661-679.

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