The Cultural Inclusiveness of Ethnic Minority Populations within Hong Kong’s Postsecondary Educational System: A Critical Policy Analysis

• In Event: Inclusion, Tracking, and Social Justice in Global Contexts

Abstract

Hong Kong strives to become the educational center of the Asia Pacific Rim; actively recruiting international students. Postsecondary policies include the exclusion of a general language requirement for international applicants. However, similar reprieves are not allotted to Hong Kong’s own non-Chinese populations. Thus, the question of access to higher education for local non-Chinese students emerges. Currently, non-Chinese populations face: limited choices in school selection at the K-12 and postsecondary levels, low quality and segregated educational institutions, a lack of opportunities to learn spoken Cantonese and written Chinese; and are often left without the resources needed to navigate the educational systems. The present paper employs critical document analyses focusing on ethnic minority cultural integration within Hong Kong’s higher education system.

Author

• Misty Dawn Sawatzky, University of Southern California