published_or_final_version / abstract / toc / Social Work and Social Administration / Doctoral / Doctor of Philosophy

Chan, Yuen Pik. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 29-33). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

Chan Raymond Mow-chiu. / "2001." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (p. 218-234). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Research on acculturation has been evolving over the past few decades; however, with very limited research focusing on the acculturation experiences of South Asians in the Hong Kong context, this study helps to fill the research gap by examining the acculturation experiences and adaptation of Pakistani and Nepalese adults in Hong Kong. The dearth of information on the acculturation process of South Asians prevents us from fully comprehending the factors that facilitate or impede their adaptation. By incorporating Berry’s acculturation research and Ward and colleagues’ work on adaptation as the theoretical framework, this study investigated important psychosocial constructs such as the impact of acculturation orientation, perceived discrimination, acculturation stress and social support on psychological and sociocultural adaptation. This study adopts both quantitative and qualitative approaches. Using a cross-sectional research design in the first part of the study, data was collected by means of convenience sampling from a total of 402 Pakistani and Nepalese first-generation adults. Two focus groups were then established after preliminary analyses of the quantitative results, providing more in-depth understanding and context-specific explanation in interpreting relationships among variables. Moreover, the focus groups also provided the opportunity for study participants to augment and supplement the quantitative data. Quantitative data were analyzed with a series of analysis of variance and hierarchical regression analysis. The results of this study highlighted the levels of complexity apparent in the dynamic process of acculturation among Pakistani and Nepalese immigrants in Hong Kong. For the Nepalese, factors such as integration strategy, higher level of orientation towards the host and heritage culture, as well as perceived social support, were significant predictors for life satisfaction. Acculturation orientation to the heritage culture, the separation strategy, and acculturative stress were significantly associated with psychological distress. On the other hand, sociocultural adaptation was more predicted by the acculturation orientation to the host culture and the heritage culture, the integration strategy, acculturative stress and perceived discrimination. Marginalization strategy was associated with lower life satisfaction, higher psychological distress and more difficulties in sociocultural adaptation. For Pakistanis, gender and perceived social support were indicative of life satisfaction, whereas perceived discrimination and acculturative stress emerged as significant predictors of psychological distress. Sociocultural adaptation was more strongly predicted by education level, proficiency of the host language, the integration strategy, perceived discrimination and acculturative stress. The marginalization strategy showed significant negative effects on sociocultural adaptation. Acculturative stress and perceived discrimination both had direct and indirect effect on adaptation outcomes that were partially mediated by perceived social support. This observation highlights the important role that social support plays in both acculturation and adaptation processes. Additionally, the focus group data analyses revealed that education for their children is an important area of concerns among the study participants. With the findings of this study, implications for practice and policy for South Asians are also presented. The methodological and research limitations and the directions for future research are discussed. / published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy

陳濤. / Adviser: Wan Chi Wong. / Source: Dissertation Abstracts International, Volume: 70-09, Section: B, page: . / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 168-172). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Chen Tao.

Hung Mong-ping. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 163-173). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF FIGURES AND TABLES --- p.viii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.4 / Chapter 2.1 --- Studies on the Schooling and Social Adaptation of Young NACs from Mainland China --- p.4 / Chapter 2.1.1 --- Difficulties in Finding a School Place --- p.5 / Chapter 2.1.2 --- Enrollment in Lower Grades with Younger Classmates --- p.7 / Chapter 2.1.3 --- Problems in the Learning of Languages --- p.9 / Chapter 2.1.4 --- Relationship with Teachers --- p.11 / Chapter 2.1.5 --- Peer Relationship in School --- p.12 / Chapter 2.1.6 --- Relationship with the Family and Adaptation to the Change of Living Environment --- p.13 / Chapter 2.1.7 --- Community Support for Students --- p.15 / Chapter 2.1.8 --- Limitations of Local Studies on Young NACs and Focus of Current Study --- p.16 / Chapter 2.2 --- Socio-cultural Dimension in Minority Education --- p.18 / Chapter 2.2.1 --- Interpersonal Relationship with Classmates and Teachers --- p.18 / Chapter 2.2.2 --- Role of the Minority Parents --- p.20 / Chapter 2.2.3 --- Cultural Adaptation and Marginality --- p.21 / Chapter 2.2.4 --- Identity --- p.25 / Chapter 2.2.5 --- Summary --- p.27 / Chapter 2.3 --- Effects of Age-based Identity on Learning --- p.29 / Chapter 2.3.1 --- Academic Improvement --- p.29 / Chapter 2.3.2 --- School Dropouts --- p.30 / Chapter 2.3.3 --- Self Concept --- p.31 / Chapter 2.3.4 --- School Adjustment --- p.33 / Chapter 2.3.5 --- Summary --- p.34 / Chapter 2.4 --- Socio-cultural Influences in SLA --- p.36 / Chapter 2.4.1 --- Norton's Theorization about Socio-culturalInfluences on the SLA --- p.36 / Chapter 2.4.2 --- Research Studies Supporting Norton's Theorization --- p.38 / Chapter 2.4.3 --- "Norton (1997,2000)'s Revisit of the SLA Theory" --- p.41 / Chapter 2.4.4 --- Summary --- p.44 / Chapter CHAPTER 3 --- METHODOLOGY --- p.46 / Chapter 3.1 --- Research Method --- p.46 / Chapter 3.2 --- The Case Study Research Approach --- p.47 / Chapter 3.2.1 --- Definition of Case Study --- p.47 / Chapter 3.2.2 --- Merits and Limitations of the Case Study --- p.47 / Chapter 3.2.2.1 --- Merits --- p.47 / Chapter 3.2.2.2 --- Limitations --- p.49 / Chapter 3.3 --- The Case Study approach for the Study of the Young New Arrivals from Mainland China --- p.50 / Chapter 3.3.1 --- Research Design --- p.50 / Chapter 3.3.1.1 --- Multiple-Case Study --- p.50 / Chapter 3.3.1.2 --- Length of Research Period --- p.51 / Chapter 3.3.2 --- Data Collection --- p.52 / Chapter 3.3.2.1 --- Triangulation of Informants and Data Collection Methods --- p.52 / Chapter 3.3.2.2 --- Self-completion questionnaires andQualitative Interviews --- p.53 / Chapter 3.3.2.3 --- Semi-structured Interviews --- p.54 / Chapter 3.3.2.4 --- Audio-recording and Transcription --- p.55 / Chapter 3.3.3 --- Data Analysis --- p.55 / Chapter 3.3.3.1 --- Deductive Data analysis Approaches --- p.55 / Chapter 3.3.3.2 --- Member Checks --- p.56 / Chapter 3.4 --- Selection of Subjects for the Study --- p.57 / Chapter 3.5 --- Profile of Subjects --- p.58 / Chapter 3.6 --- Procedures of the Study --- p.61 / Chapter 3.6.1 --- Stage 1: Pilot-testing of Questionnaires (Late June 2001) --- p.61 / Chapter 3.6.2 --- Stage 2: Interviews with the Teachers (Early July 2001 to early December2001) --- p.62 / Chapter 3.6.3 --- Stage 3: Interviews with the Subjects to Collect Background --- p.63 / Chapter 3.6.4 --- Stage 4: Interviews with the Subjects to Collect In-depth Data (Mid-September 2001 to Mid-January2001) --- p.63 / Chapter 3.6.5 --- "Stage 5: Interviews with the parents (December to February,2001)" --- p.64 / Chapter 3.6.6 --- Stage 6: Data Analysis (March to May) --- p.65 / Chapter CHAPTER 4 --- DATA ANALYSIS AND FINDINGS --- p.67 / Chapter 4.1 --- Reasons for Coming to Hong Kong --- p.67 / Chapter 4.2 --- Scene of Departure and First Day in Hong Kong --- p.70 / Chapter 4.3 --- Schooling in Hong Kong --- p.75 / Chapter 4.3.1 --- First School Day --- p.75 / Chapter 4.3.1.1 --- Feelings before Going to School --- p.75 / Chapter 4.3.1.2 --- New Teachers and Classmates --- p.76 / Chapter 4.3.1.3 --- Cultural Differences and Language Shock --- p.82 / Chapter 4.3.1.4 --- Worries and Concerns --- p.85 / Chapter 4.3.2 --- School Life --- p.87 / Chapter 4.3.2.1 --- Perceived Function of Educationand Academic Goal Setting --- p.87 / Chapter 4.3.2.2 --- Parent's Expectation for the NACs Academic Attainment --- p.89 / Chapter 4.3.2.3 --- Relationship with Teachers --- p.92 / Chapter 4.3.2.4 --- Relationship with Classmates --- p.94 / Chapter 4.3.2.5 --- Language Learning --- p.101 / Chapter 4.3.2.5.1 --- Attitudes towards Different language --- p.101 / Chapter 4.3.2.5.2 --- Cantonese Learning --- p.102 / Chapter 4.3.2.5.3 --- English Learning --- p.104 / Chapter 4.3.2.6 --- Age Gap with Classmates --- p.112 / Chapter 4.3.2.7 --- Participation in Extracurricular Activities --- p.115 / Chapter 4.3.2.8 --- Change to a Different School --- p.116 / Chapter 4.4 --- Family Life and Community Support --- p.119 / Chapter 4.4.1 --- Family Life --- p.119 / Chapter 4.4.1.1 --- Relationship with Family --- p.119 / Chapter 4.4.1.2 --- Living Environment --- p.123 / Chapter 4.4.1.3 --- Family's Economic Situation --- p.125 / Chapter 4.4.1.4 --- Comparison with Hongkongers´ة Family Life --- p.127 / Chapter 4.4.1.5 --- Languages use with Family --- p.129 / Chapter 4.4.1.6 --- Learning of Hometown Cultures --- p.131 / Chapter 4.4.2 --- Community Support --- p.133 / Chapter 4.4.2.1 --- Education Department --- p.133 / Chapter 4.4.2.2 --- School's Support --- p.137 / Chapter 4.4.2.3 --- Community Centers --- p.138 / Chapter 4.4.2.4 --- The Church --- p.139 / Chapter 4.5 --- Identity --- p.140 / Chapter 4.5.1 --- Perception of Self and In-group Members --- p.140 / Chapter 4.5.2 --- Feeling about Different Labels and Desirable Identity --- p.142 / Chapter 4.6 --- Summary --- p.146 / Chapter CHAPTER 5 --- CONCLUSION --- p.148 / Chapter 5.1 --- The NACs' Sense of Self and Socio-cultural Adaptation --- p.148 / Chapter 5.1.1 --- Sense of Self before and after coming to Hong Kong --- p.148 / Chapter 5.1.2 --- Factors Affecting Sense of Self --- p.150 / Chapter 5.1.3 --- Socio-cultural Differences --- p.151 / Chapter 5.1.4 --- Socio-cultural Influences on Learning --- p.152 / Chapter 5.1.5 --- Strategies Adopted by the Young NACs --- p.157 / Chapter 5.2 --- Recommendations and Suggestions --- p.158 / Chapter 5.3 --- Limitations of the Current Study and Suggestions for Future Studies - --- p.162 / reference --- p.163 / appendix --- p.174 / APPENDIX a Number of NACs Admitted to Secondary School (1991-2000) --- p.174 / APPENDIX B The Replication Approach to Multiple Case Study ´ؤ --- p.175 / APPENDIX C Consent Form for NACs Students --- p.176 / APPENDIX D Questionnaires for Young NACs I (Socioculutural Adaptation and Sense of Self) --- p.178 / APPENDIX E Questionnaires for Young NACs II (English Language Learning) --- p.192 / APPENDIX F Consent for NACs´ة English Teachers --- p.206 / APPENDIX G Interview Guide for the NACs' English Teachers -…- --- p.207 / APPENDIX H Interview Guide for Interview with Young NACs I(Sense of Departure & First day in Hong Kong) --- p.209 / APPENDIX I Interview Guide for Interview with Young NACs II (First School Day and the School Life) --- p.211 / APPENDIX J Interview Guide for Interview with YoungNACs III (Family Life) --- p.213 / APPENDIX K Interview Guide for Interview with YoungNACs IV(Perception of Self and Social Life) --- p.215 / APPENDIX L Consent Form (For NACs' Parents) --- p.217 / APPENDIX M Interview Guide for Interview with Young NACs' Parents --- p.219 / APPENDIX N Interview Transcription (Li: Follow-up Interview of the Questionnaire about Adaptation) --- p.221 / APPENDIX 0 Interview Transcription (Li: English Learning) --- p.229 / APPENDIX P Interview Transcription (Li: First Day in Hong Kong) --- p.239 / APPENDIX Q Interview Transcription (Li: First School Day and the School Life) --- p.248 / APPENDIX R Interview Transcription (Li: Family Life) --- p.264 / APPENDIX S Interview Transcription (Li: Perception ofSelf and Social Life) --- p.272 / APPENDIX T Interview Transcription (Li: Interview with Teacher) --- p.281 / APPENDIX U Interview Transcription (Li: Interview with Parent) --- p.287 / APPENDIX V Interview Transcription (Huang) --- p.292 / APPENDIX W Interview Transcription (Chang) --- p.362 / APPENDIX X Interview Transcription (Wong) --- p.431

Lee Ka Man Kathy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 115-120). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEDGEMENT --- p.iv / Chapter Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.1.1 --- Status of English in Hong Kong --- p.1 / Chapter 1.1.2 --- Falling Standard of Students' English in Hong Kong --- p.2 / Chapter 1.1.3 --- Solutions Offered --- p.4 / Chapter 1.1.3.1 --- New Requirement for English Teachers --- p.4 / Chapter 1.1.3.2 --- The NET Scheme --- p.5 / Chapter 1.1.4 --- History of the NET Scheme --- p.6 / Chapter 1.1.5 --- Background of NETs --- p.9 / Chapter 1.1.6 --- Comments of the NET Scheme --- p.9 / Chapter 1.2 --- Purpose of the Study --- p.11 / Chapter 1.3 --- Significance of the Research --- p.11 / Chapter 1.4 --- Organization of the Thesis --- p.12 / Chapter Chapter 2 --- LITERATURE REVIEW --- p.13 / Chapter 2.1 --- Clarification of Selected Key Terms --- p.13 / Chapter 2.2 --- Acculturation Models --- p.14 / Chapter 2.2.1 --- Movement of Acculturation --- p.15 / Chapter 2.3 --- Past Studies --- p.18 / Chapter 2.3.1 --- Education Convergence Survey --- p.18 / Chapter 2.3.2 --- Lo's Study --- p.18 / Chapter 2.3.3 --- Chu's Study --- p.19 / Chapter 2.3.4 --- Shum's Study --- p.19 / Chapter 2.3.5 --- SPACE Research --- p.20 / Chapter 2.3.6 --- Green's Study --- p.21 / Chapter 2.3.7 --- The Study by Storey et al. --- p.21 / Chapter 2.4 --- Research Gap --- p.23 / Chapter Chapter 3 --- METHOODOLOGY --- p.25 / Chapter 3.1 --- Introduction --- p.25 / Chapter 3.2 --- Multiple-case Study --- p.25 / Chapter 3.3 --- The Value of Case Study Approach --- p.26 / Chapter 3.4 --- Data Gathering --- p.26 / Chapter 3.5 --- Rationale for the Data Gathering Used in This Research --- p.27 / Chapter 3.5.1 --- Questionnaire --- p.27 / Chapter 3.5.2 --- Interview --- p.27 / Chapter 3.5.3 --- Classroom Observation --- p.27 / Chapter 3.6 --- Pilot Study --- p.28 / Chapter 3.7 --- Instruments --- p.30 / Chapter 3.7.1 --- Questionnaire --- p.30 / Chapter 3.7.2 --- Interviews --- p.31 / Chapter 3.7.3 --- Classroom Observation and Post-observation Interview --- p.31 / Chapter 3.8 --- Subjects --- p.32 / Chapter 3.9 --- Data Analysis --- p.33 / Chapter 3.10 --- Chapter Summary --- p.32 / Chapter Chapter 4 --- FINDINGS --- p.36 / Chapter 4 --- Challenges and Strategies --- p.36 / Chapter 4.1 --- Students --- p.36 / Chapter 4.1.1 --- Large Class Size --- p.36 / Chapter 4.1.2 --- Discipline --- p.37 / Chapter 4.1.3 --- Lack of Motivation --- p.39 / Chapter 4.1.4 --- Low Level of English --- p.40 / Chapter 4.1.5 --- Special Needs --- p.43 / Chapter 4.2 --- Administration --- p.44 / Chapter 4.2.1 --- Staff Meeting --- p.44 / Chapter 4.2.2 --- Protocol and Procedures --- p.45 / Chapter 4.2.3 --- Evaluation of Teaching --- p.46 / Chapter 4.3 --- School Culture --- p.46 / Chapter 4.3.1 --- Non-teaching Duties --- p.47 / Chapter 4.3.2 --- Workload --- p.48 / Chapter 4.3.3 --- Stress --- p.51 / Chapter 4.3.4 --- Streaming Students --- p.52 / Chapter 4.3.5 --- Changing Classroom --- p.52 / Chapter 4.3.6 --- Education Philosophy --- p.53 / Chapter 4.3.7 --- Staff Room Atmosphere --- p.56 / Chapter 4.4 --- Communication --- p.56 / Chapter 4.4.1 --- Initiating Communication --- p.57 / Chapter 4.4.2 --- Abruptness --- p.58 / Chapter 4.4.3 --- Communication Between EMB and Schools --- p.59 / Chapter 4.5 --- Conclusion --- p.59 / Chapter 4.6 --- Chapter Summary --- p.59 / Chapter Chapter 5 --- Discussion and Analysis --- p.61 / Chapter 5.1 --- Review of Kim's Adaptation Model --- p.61 / Chapter 5.2 --- Stranger's background --- p.63 / Chapter 5.2.1 --- Preparedness for Change --- p.64 / Chapter 5.2.1.1 --- Contact with Previous NET --- p.65 / Chapter 5.2.1.2 --- Previous Knowledge about Hong Kong --- p.66 / Chapter 5.2.2 --- Expectations --- p.67 / Chapter 5.2.2.1 --- Roles --- p.67 / Chapter 5.2.2.2 --- Students' level of English --- p.69 / Chapter 5.2.3 --- Motivation --- p.70 / Chapter 5.2.3.1 --- Goals --- p.70 / Chapter 5.2.4 --- Identity Flexibility --- p.72 / Chapter 5.2.5 --- Working Experience --- p.73 / Chapter 5.2.5.1 --- Intercultural Teaching Experience --- p.74 / Chapter 5.2.5.2 --- Experience with Asian Students --- p.75 / Chapter 5.2.5.3 --- Homogeneous Grouping --- p.76 / Chapter 5.2.5.4 --- Experience in low-banded schools --- p.78 / Chapter 5.2.5.5 --- Teaching Philosophy --- p.79 / Chapter 5.2.6 --- Personality --- p.80 / Chapter 5.2.7 --- Demographic Aspects --- p.82 / Chapter 5.2.7.1 --- Age --- p.82 / Chapter 5.2.7.2 --- Education --- p.83 / Chapter 5.2.7.2.1 --- Language Ability --- p.83 / Chapter 5.2.7.2.2 --- Higher Education --- p.84 / Chapter 5.3 --- Host Environment --- p.85 / Chapter 5.3.1 --- Host Similarity --- p.85 / Chapter 5.3.2 --- Interaction Potential --- p.88 / Chapter 5.3.3 --- Host Attitudes --- p.89 / Chapter 5.3.4 --- Demand for Conformity --- p.91 / Chapter 5.4 --- Communication --- p.93 / Chapter 5.4.1 --- Mass Communication --- p.94 / Chapter 5.4.2 --- Interpersonal Communication --- p.95 / Chapter 5.4.2.1 --- Amount of Interpersonal Contacts --- p.96 / Chapter 5.4.2.2 --- Quality of Interpersonal Contacts --- p.98 / Chapter 5.5 --- Conclusion --- p.99 / Chapter 5.6 --- Chapter Summary --- p.103 / Chapter Chapter 6 --- Conclusion --- p.105 / Chapter 6.1 --- Introduction --- p.105 / Chapter 6.2 --- "Summary of the Research Questions, Methodology, and Findings" --- p.105 / Chapter 6.3 --- Implications --- p.109 / Chapter 6.4 --- Limitations of the Study --- p.111 / Chapter 6.4.1 --- Research Design --- p.112 / Chapter 6.4.2 --- Sample --- p.113 / Chapter 6.5 --- Suggestions for Future Research --- p.114 / Chapter 6.6 --- Chapter Summary --- p.114 / Bibliography --- p.115