Acculturative challenges among Pakistani secondary school students in Hong Kong |
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| Institution: | 1. The Education University of Hong Kong, Hong Kong;2. Law Ting Pong Secondary School, Tai Po, Hong Kong;1. George Fox University Portland Center, 12753 SW 68th Ave, Portland, OR 97223, United States;2. George Fox University Salem Center, 4600 25th Ave NE, Ste 150, Salem, OR 97301, United States;1. Universidad de La Frontera-Facultad de Educación, Ciencias Sociales y Humanidades, Departamento de Lenguas, Literatura y Comunicación, Campus Andrés Bello - Avenida Francisco Salazar 01145-Edificio O - Of. 11, Temuco, Chile;2. Universidad de La Frontera-Facultad de Educación, Ciencias Sociales y Humanidades, Departamento de Trabajo Social, Campus Andrés Bello-Francisco Salazar 01145- Edificio O - Of. 11, Temuco, Chile;3. Universidad de La Frontera-Facultad de Educación, Ciencias Sociales y Humanidades, Departamento de Educación, Campus Andrés Bello - Avenida Francisco Salazar 01145 – Edificio O - Of. 11, Temuco, Chile;1. Department of Psychology, Bar Ilan University, Ramat Gan, 5290002, Israel;2. Schneider Children’s Medical Center of Israel, Kaplan St. 14, Petach Tikva, Israel;3. School of Behavioral Sciences, Academic College of Tel-Aviv Yaffo (MTA), Khever ha-Le’umim St 2, Tel Aviv- Yaffo, Israel;1. Tilburg University, The Netherlands;2. North-West University, South Africa;3. University of Queensland, Australia |
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| Abstract: | Scholars have extensively studied acculturation from different theoretical perspectives among immigrants across the societies of settlement. However, there is a dearth of knowledge about acculturation from a culture learning approach in Hong Kong. This article reports the acculturative challenges among sixteen (16) Pakistani students from six different secondary schools in Hong Kong. The phenomenographic data analysis of semi-structured interviews revealed four categories of everyday experiences in schools that hinder their acculturation. These are mainly related to inter-ethnic interactions, sensitivity towards diverse learning and sociocultural needs, and the Chinese language teaching curriculum for non-Chinese speaking students. Although the study reports Pakistani students' experiences, the findings may also translate the acculturative challenges among students with an immigrant or ethnic minority background in settlement societies. The article also discusses both the theoretical and practical implications for studying and helping immigrant young people in multicultural contexts. |
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| Keywords: | Acculturative challenges Culture learning Pakistani students Hong Kong |
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