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Comparative Analysis of diversity in education system of HK and US


Diversity in the US Education System A Grass Roots Examination of the ... diversity has largely been defined as both ethnic minorities and students who ... – PowerPoint PPT presentation

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Title: Comparative Analysis of diversity in education system of HK and US

Comparative Analysis of diversity in education
system of HK and US
Howard Square Howard Chau Matthew Howard CAP
Project Overview
  • Focus of our project
  • Our hypothesis
  • Analysis of the US system
  • Analysis of the Hong Kongs system
  • Similarities and differences
  • Implications and conclusions
  • Recommendations

Focus of our project
  • Education is important to both societies as it is
    seen as a way to climb up the social ladder
  • But some people have disadvantages in education
  • A lot of people are discussing about changing the
    education system, but not much focus on the
    diversity of the education system

Focus of our project
  • Diversity is increasing in both US and HK
  • Thus, this issue is important so that those
    disadvantaged people can advance in the society
  • Particularly education is seen as a way for them
    to overcome poverty, urban issues, family life,
    integration in the society and a way to be
    accepted socially.

Why Hong Kong and the US?
  • Both countries focus economically, and both have
    similar economic structures
  • Both are looking to improve their education
  • Both are multi-cultural societies
  • Both are focused on the English education style
  • Both countries put forward compulsory education
  • Both countries have a growing minority population

  • Same goal while the paths towards the goals in
    both countries are different
  • Both are trying to assimilate the diverse groups
    into a more mainstream.
  • In both places education is seen as social and
    community problems.

Diversity in the US Education System
  • A Grass Roots Examination
  • of the frontlines of early civil society

Presentation Focus
  • Overview of Ideas
  • Definition of Terms Used
  • Research Design
  • Conclusions

Project Aims and Questions
  • What is the process through which the schools
    attempt to integrate students?
  • Are there any pressures from the government
    (state/local/national)? Or pressures from
    administration or parents upon reaching certain

Definitions of Terms (Education)
  • Education - The act or process of being
    instructed or gaining knowledge. The knowledge
    or skill obtained or developed by a learning
    process. An instructive or enlightening
    experience Her work in the inner city was a real
    education. (American Heritage Dictionary)
  • Not just the process, but the effect upon the
    person involved in the situation

  • Diversity is defined as the point in which two
    things differ, or are unique from one another in
    one or another aspect
  • While diversity could be seen as every student
    being different for one another, for my research,
    diversity has largely been defined as both ethnic
    minorities and students who have English as a
    Second language, and come from a distinct
    background different from what is perceived as a
    typical American one
  • Part of the difficulty is actually in defining
    what is the typical definition of certain groups,
    some of that I hoped to have the individuals
    participating in the survey expand on what they
    feel it is.

Definition of Classroom Community
  • The Classroom Community is an educational
    concept largely used to define the group setting
    and involvement within the students and their
    peers of the particular class as a community
  • Children learn how to participate in class
    meetings, work collaboratively in small groups,
    and resolve conflicts peacefully. A successful
    classroom community promotes social competence
    and academic success. http//www.teachingstrategie
  • The classroom community in a sense, is the
    frontline of civil societies interaction in
    miniature. Students learn to sort out their
    problems, resolve their differences, and
    theoretically identify other issues society faces
  • The teacher plays a pivotal role in this
    society because the teacher has the task of
    integration of the diverse backgrounds of the
    student populations

Project Design
  • Local level for here in the US, because of full
  • Make a comparison between two changing locations
  • Talk to as many parties that were involved as
    possible, students, teachers, administration and
    try to identify the roles and relationships
    within the classroom community

Interview Reports
  • All largely involved with John Hanson Middle
    School, in Waldorf Maryland
  • English as a Second Language Director
  • Four different teacher perspectives
  • Administration Stance
  • Some student response

General Results and Conclusions
  • As far as diversity, the school had about 40
    minority population
  • In the ESOL program, only about 200 students
    county wide (relatively small school system) But
    about 15 at this particular school
  • Lack of Training
  • Enjoyed the challenge, but a difficult process

Conclusions (continued)
  • Pressure from government more so than the family
  • Some steps to try and help the family
  • Most students react well, but some other students
    have problems with those in the groups
  • Increasingly becoming an important issue for
    their classes

Education of Southeast Asian Ethnic Minority
Children in Hong Kong
Why these people?
  • The South East Asian minorities are in the middle
    position because people do not consider them as
    neither foreign people nor local people.
  • The needs for the education for those children
    are largely ignored as most students receiving
    education in Hong Kong are Chinese.

Focus of my presentation
  • Unequal treatments of the ethnic minority
    children in Hong Kongs school system
  • Highlights of the interviews conducted
  • How is this problem solved?

Unequal treatments of the ethnic minority
children in Hong Kongs school system
  • Limited choice of schools
  • shortage of opportunities to learn spoken
    Cantonese and written Chinese.
  • relatively low quality of available educational
  • difficulty in obtaining information about the
    education system and choice of school
  • lack of interaction with the Chinese students

Limited Choice of Schools
  • In the Central Allocation system, students were
    asked to indicate that whether they speak Chinese
    on the application form. They will then be
    assigned to the schools traditionally accepting
    ethnic minority students.
  • Regular Schools have fixed ratio of foreign
    students, and they are not willing to accept them
    to schools.

Lack of Chance to Learn Chinese
  • The education system do not provide enough
    assistance to those non-Chinese speaking students
    by providing them with extra language classes of
    suitable levels and catering for their needs.
  • The Chinese courses provided do not match their
    real needs.

Relatively low quality of available educational
  • Most of the schools are CMI, students dont have
    much choice. EMI schools are more competitive
    and have higher academic requirement, they may
    not be qualified enough to be admitted.
  • Some EMI schools are private or international
    schools which charge high fees, and they are not
    affordable for the ethnic minority parents.

  • There are schools catering to ethnic minority,
    but their educational standard is not high.

Difficulty in obtaining educational information
  • Difficulty involved in obtaining information
    about the education system and choice of school.
  • Important information like primary school
    profiles, a complete list of the secondary
    schools, information on Secondary School Place
    Allocation System are all in Chinese
  • The Arrangement for placement of newly arrived
    children from the Mainland can be found on the
    website of Education and Manpower bureau, but
    there is no such page for the non-Chinese.

Lack of interaction with the Chinese students
  • Schools policy of segregation
  • Chinese children are not aware of the need to get
    along with those ethnic minority students.
  • Those students lack the social interaction
    because they have not much playmates and it will
    affect their personal growth.

Highlights of the interview
  • Mrs. Nor In our culture, when our daughters
    enter the period of puberty, they need to wear
    kerchief and wear trousers to cover their bodies.
    It is the way to teach our daughter to respect
    herself and being respected by the others and
    this kind of clothing contributes a lot to their
    growth. However, only a few schools in Hong Kong
    understand the need of these kinds of students
    and have a flexible rule towards what they wear.
    Other schools still have a strict rule on their
    uniform. It is heard that some children cannot
    further their studies because of this reason.

  • I want my son to take part in the pilot scheme
    in the school, but since the teachers only use
    Chinese to conduct the activities, his
    application is thus rejected. Pakistan teenagers
    like Pakistan and Indo music, dance and art and
    they like cricket and hockey, but clearly these
    are absent in main stream schools in Hong Kong.

  • About the food the Pakistan children consume in
    school, the basic eating habit of the Pakistan
    students is largely ignored. The stuck shop and
    dining hall in school do not supply appropriate
    food for them. Other children have a large
    variety of choice, but since my child can only
    eat the meat which has been cleaned by prayer, he
    does not have much choice to choose from. I need
    to prepare the lunch for my child in the

How is this problem coped with in HK?
  • Research by academics to arouse peoples
    attention to this issue
  • Social services by non-governmental organizations
  • Educating the public
  • Governments efforts
  • Anti-discrimination laws

  • Lack of training
  • Lack of funding
  • Community Centers
  • Attempt to integrate the whole family
  • Governments treat the minority schools as regular
  • Not prepared to take more students of ethnic

Similarities in objectives of the schools
  • Math and science are the main subjects
  • Remedial class is offered to help those students
    who fall behind.
  • Help them integrate into the society like
    changing their languages.
  • Try to make those kids learn the culture of the
  • The kids are seen as the avenue to integrate
    their parents

  • Most of our hypothesis are correct in both
  • Hong Kong and the US use different kinds of
    methods to achieve the same aim.
  • Some degrees of success in the US, but in Hong
    Kong not so successful

Recommendations and analysis
  • Synthesis of both styles
  • More funding
  • More training
  • Try to maintain the connection to their original
  • A more balanced curriculum
  • Community centers are critical
  • More support communication to the families
  • Put those students in the regular classrooms
  • Assistance needs to be given to make sure that
    they can succeed

What kinds of training?
  • Training on different learning styles
  • Translators for parents
  • Sensitivity training
  • Language training
  • Peer mediation
  • Training on their cultures
  • Training on how the education in their home
    countries work

  • Advisers for students, teachers and parents
  • More funding for community centers
  • Schools should be more open for communication
    with the parents
  • Some advance course should be offered to the
    talented students who cant afford it

  • End of Presentation
  • Thank you