Capital Multiplicity and Convertibility: Language Minorities' Multidimensional Challenges to Accessing Postsecondary Education in Hong Kong

Autor/in	Gao, Fang
Titel	Capital Multiplicity and Convertibility: Language Minorities' Multidimensional Challenges to Accessing Postsecondary Education in Hong Kong
Quelle	In: British Journal of Sociology of Education, 38 (2017) 8, S.1165-1176 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2016.1251304
Schlagwörter	Foreign Countries; Postsecondary Education; Access to Education; Language Minorities; Student Attitudes; Barriers; Cultural Capital; Social Capital; Economic Factors; Interviews; Documentation; Undergraduate Students; Language Proficiency; Chinese; Costs; Student Financial Aid; Social Bias; Racial Bias; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Post-secondary education; Tertiäre Bildung; Education; Access; Bildung; Zugang; Bildungszugang; Sprachminderheit; Schülerverhalten; Sozialkapital; Ökonomischer Faktor; Interviewing; Interviewtechnik; Dokumentation; Language skill; Language skills; Sprachkompetenz; China; Chinesen; Cost; Kosten; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Racial discrimination; Rassismus; Hongkong
Abstract	Despite rapid growth at the 12-year compulsory education stage, Hong Kong's non-Chinese language minority students make up only 1.3% of the whole full-time postsecondary student population; their attendance rate is 13.8%, far behind the overall rate of 43.8%. Policy and research focus on their secondary school graduation with a widely recognized nexus between Chinese language deficiency and academic underachievement. Yet lower participation rates in postsecondary education (PSE) and nonlinguistic risk factors that account for under-representation have received scarce regional attention. The current study attempts to fill this gap. Utilizing the multiplicity and convertibility of capital in the Bourdieusian conception, this study elicits non-Chinese language minority students' voices and identifies the interplay effects of multiple capitals on the participants' pathways to PSE. Findings provide insights into the dynamic processes of convertible capitals and accessing PSE when developing holistic policies that are able to address linguistic and non-linguistic hurdles in the college choice process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01