It’s About: Access to Education for the Marginalized
Amidst the ongoing discourse surrounding the weaponization of policy and power, a critical examination of the barriers faced by underprivileged students in accessing higher education in Hong Kong takes center stage. This study illuminates the intricate web of socio-economic, cultural, and institutional factors that perpetuate educational disparities among Chinese immigrant and ethnic minority students, shedding light on the urgent need for inclusive policies and support mechanisms.
The study illuminates the web of socio-economic, cultural, and institutional factors that perpetuate educational disparities among Chinese immigrant and ethnic minority students in Hong Kong.
The findings underscore the pervasive impact of institutional hierarchies within higher education, which often exacerbate existing social inequalities. Despite efforts to broaden access, disadvantaged students from low socio-economic backgrounds continue to encounter significant barriers in pursuing higher education. This global issue extends beyond Hong Kong, resonating with similar challenges faced by marginalized communities worldwide.
Chinese immigrant students in Hong Kong face a myriad of challenges, from linguistic barriers to cultural adaptation and placement arrangements. The pedagogical approach, coupled with the requirement to transition to complex Chinese characters, poses significant obstacles to learning, contributing to feelings of frustration and disconnection from the educational system. Moreover, limited social networks and inadequate family support further compound the challenges faced by these students, hindering their academic achievement and upward mobility.
Disadvantaged students continue to encounter significant barriers in pursuing higher education, highlighting the urgent need for inclusive policies and support mechanisms.
The study highlights the importance of personal and contextual factors in shaping students’ aspirations and pursuits of higher education. Family influence, socio-economic status, and cultural background play pivotal roles in determining students’ beliefs in the value of higher education. Addressing systemic barriers, fostering home-school collaboration, and providing tailored support are crucial steps in leveling the playing field for underprivileged students.
Note: This series highlights articles from the recently published special issue of Frontiers in Psychology, “Power, Discrimination, and Privilege in Individuals and Institutions,” edited by Sonya Faber, Monnica T. Williams, Matthew D. Skinta, and Bia Labate.
Yuen, Celeste Y.M., Cheung, Alan C.K., & Leung, K.H. (2023). Effects of salient factors on the pursuit of higher education among multicultural youth in Hong Kong. Frontiers in Psychology 14. https://doi.org/10.3389/fpsyg.2023.1253842
Art by Karina Alvarez.
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