Abstract:
According to the latest Hong Kong Population Census (2013), the number of ethnic minority and non-local Chinese youths has doubled from 27,322 in 2001 to 42,644 in 2011, many of whom are receiving secondary or tertiary education. Despite efforts in promoting diversity, equality, and cultural sensitivity, stigma towards ethnic and cultural minorities remains common in the local context (Crabtree & Wong, 2012). Minority members’ negative experiences not only give rise to stress but also poorer well-being (Smith & Khawaja, 2011). Within the existing local teacher education curriculum, there are general education courses that focus on multicultural and race issues. However, they are elective courses and engage a relatively small number of students. We believe basic aptitude in multiculturalism should be cultivated in all student teachers. As such, this intervention study was conducted to enrich student teachers’ training to manage diversity in school setting. Needs analysis was first conducted to assess cultural sensitivity among EdUHK students. The intervention involved a three-hour guest lecture and a three-hour e-learning session. In addition to the needs analysis and intervention, we conducted a multicultural study tour co-organized by WEDO GLOBAL and Oxfam to enhance the cultural sensitivity among staff members and EdUHK students.
Code:
T0218
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Nov 2018
End Date:
31 Oct 2019
Status:
Completed
Result:
A total of 248 participants were assigned to a training condition (n=126) and a control condition (n= 122). Participants in the training condition were asked to complete three sessions of training on knowledge and skills in multicultural interactions. All participants' implicit and explicit emotional attitudes (affective-related outcome), factual knowledge (cognitive-related outcome), and behaviors in interaction (skill-related outcome) with the target groups were measured before and after the training sessions. Among the many findings, we highlight that stigma did not predict implicit attitude. Instead, a greater number of years of living outside Hong Kong predicted more positive implicit attitudes. In addition, future educators with a higher level of cultural sensitivity showed better attitudes and positive behaviors to South Asians and mainland Chinese. This association was moderated by trait mindfulness in that the association was stronger in participants with a higher level of mindfulness. Overall, the training increased multicultural competence and promoted positive changes in some measures of affective-related, cognitive-related, and skill-related outcomes.
Impact:
Through this project, an evidence-based training programme was developed to enhance future Hong Kong educators' cultural sensitivity, reduce their stigma, and empower their efficacy in inclusion toward South Asians and mainland Chinese. Based on these findings, it is recommended that similar activities should be incorporated in the teacher education curriculum in Hong Kong. The participating course lecturers commented that the intervention boosted multicultural competencies in preservice teachers innovatively. In addition, 100% of the multicultural tour participants agreed that their learning performance has improved through the activity, and that they would continue to apply the knowledge in the future. It is recommended that future teacher training programmes may consider to add this package to their course curriculum.
Financial Year:
2018-19
Type:
TDG