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The Quest for Educational Equity in Schools in Mainland China & Hong Kong.

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Bibliographic Details
Title: The Quest for Educational Equity in Schools in Mainland China & Hong Kong.
Authors: Lin, Jason Cong (AUTHOR)
Source: Daedalus: Journal of the American Academy of Arts & Sciences. Fall2024, Vol. 153 Issue 4, p234-251. 18p.
Subject Terms: *Educational change, *Social development, *Academic achievement, Self-efficacy, Minorities
Abstract: In this essay, I introduce how and why minority groups and educational equity are understood and approached differently in Mainland China and Hong Kong. I describe how in the past few decades, China and Hong Kong have reformed their education systems to increase educational equity and I summarize the progress achieved. I also discuss the cultural, political, and social issues and challenges that contribute to the complexity surrounding educational equity in China and Hong Kong, elaborate on how educational equity remains a tricky issue in schools, and how different factors intersect to affect students' access to educational goods. Finally, I argue that schools in China and Hong Kong should continue both to reform their education systems to enhance the academic achievement and social development of marginalized students and to put more effort into empowering teachers and students to recognize and address the long-standing systemic and institutional obstacles. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:In this essay, I introduce how and why minority groups and educational equity are understood and approached differently in Mainland China and Hong Kong. I describe how in the past few decades, China and Hong Kong have reformed their education systems to increase educational equity and I summarize the progress achieved. I also discuss the cultural, political, and social issues and challenges that contribute to the complexity surrounding educational equity in China and Hong Kong, elaborate on how educational equity remains a tricky issue in schools, and how different factors intersect to affect students' access to educational goods. Finally, I argue that schools in China and Hong Kong should continue both to reform their education systems to enhance the academic achievement and social development of marginalized students and to put more effort into empowering teachers and students to recognize and address the long-standing systemic and institutional obstacles. [ABSTRACT FROM AUTHOR]
ISSN:00115266
DOI:10.1162/daed_a_02118