Understanding Educational Inequality in Hong Kong: Secondary School Segregation in Changing Institutional Contexts

Autor/inn/en	Lam, Beatrice Oi-yeung; Byun, Soo-yong; Lee, Moosung
Titel	Understanding Educational Inequality in Hong Kong: Secondary School Segregation in Changing Institutional Contexts
Quelle	In: British Journal of Sociology of Education, 40 (2019) 8, S.1170-1187 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1642736
Schlagwörter	Foreign Countries; Equal Education; Educational Discrimination; Secondary Schools; Socioeconomic Status; Achievement Tests; International Assessment; Mathematics Tests; School Choice; Educational Policy; Grade 8; Mathematics Achievement; Hong Kong; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Socio-economic status; Sozioökonomischer Status; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Choice of school; Schulwahl; Politics of education; Bildungspolitik; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Hongkong
Abstract	Since the mid-1990s, important education policy changes, such as the growth of Direct Subsidy Scheme (DSS) schools and the reform of the medium of instruction (MOI) policy, have been made in Hong Kong. Little is known about their impact on school segregation and educational inequality. We address this issue using six successive cycles of the Trends in International Mathematics and Science Study data. We found evidence for rising levels of secondary school segregation in terms of family socio-economic status and mathematics achievement from 1995 to 2011, whereas segregation declined from 2011 to 2015. We speculate that the salience of the MOI policy in expediting the segregating tendencies of the DSS sector might explain a growing magnitude of the effect of family socio-economic status on academic achievement between 1995 and 2011, and the reversed direction of such trends between 2011 and 2015. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01