published_or_final_version / Social Work and Social Administration / Master / Master of Philosophy

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

This phenomenological qualitative study is informed by integrated theories including a social constructionist perspective on human sexuality, sexual identity development models, heterosexism with theoretical support of minority stress model and feminist theory. The aim was to uncover the lived experiences of 20 male sexual minority students navigating heterosexism in secondary schools, within the socio-cultural context of Hong Kong Chinese society. Due to the invisibility of sexual minority adolescents in Hong Kong, purposeful sampling was used to recruit informants who were having same-sex sexual attractions and/or sexual behaviors/sexual identity. Over the period 2008-2011, twenty male informants, aged 14 to 19 and currently enrolled in secondary schools, were recruited for in-depth interviews. In terms of community labels, these informants might be known as gay, bisexual, memBa, tongzhi, tongxinglian, and those who are still questioning their sexual identity. Parental consents were waived for informants under eighteen years old and alternative measures were carried out to safeguard confidentiality and their best interests. Qualitative data analyses via a software package NVivo yielded several overarching themes: 1) “exploring my sexuality in school”; 2) “feeling powerless over overt homophobia”; 3) “feeling alienated over heteronormative assumptions”; 4) “feeling oppressed over silencing”; 5) “angry over curriculum omission”; 6) “distressed with risk stories”; and 7) “empowered with stories of resilience”. The results suggest that with variations in their sexual identity developmental process, they defined and interpreted their sexualities with reference to the specific social cultural context of Hong Kong, especially linked to the Christian value, Chinese Confucianism and Western human rights concepts. In the process of exploring a stigmatized sexual identity within schools, the informants generally felt powerless, alienated, and oppressed when encountering psychological and cultural heterosexism, manifested through overt and subtle forms by individuals and the systems within the school context. In the process of navigating homophobia and heterosexism, informants shared both risk and resilience stories. The current findings will be helpful for those in the teaching and counseling professions. These professionals can also help raise public awareness of this group of students in order to eliminate the social stigma, prejudice, and discrimination that still plague sexual minorities. Recommendations are made for further research, education policy, professional training for teachers and counselors, and support services for sexual minority students. / published_or_final_version / Education / Doctoral / Doctor of Education

This study was designed to explore the different perceptions of college students' counseling service needs as well as the perceptions of counseling services by the student, faculty, and student affairs staff groups and subgroups of each group. The research approach of this investigation was a case study of one national university in the Republic of China. This study tested seven hypotheses and the major findings are as follows: there were significant differences among students, faculty, and student affairs staff members' perceptions of counseling services in terms of importance and success. Although all three groups agreed that the achievement of the counseling goals were important, the students showed a significantly stronger expectation than did faculty members. Findings related to the success of counseling services in the institution indicated that student affairs staff members showed higher mean scores than did the faculty and students. All three groups perceived a significant discrepancy between the importance of counseling services and the success of counseling services. Moreover, all subgroups of students, as divided by demographic variables, perceived a significant discrepancy between the importance and success of counseling services. All subgroups of faculty and student affairs staff members, except the members of military instructors and members with a mainland China educational background, perceived significant differences between the importance and success of counseling services. The sex, age, class level, academic major, and grade point average of students indicated significant differences either in the importance or the success of counseling services. Likewise, the status, educational background, and degrees earned of faculty and student affairs staff members also showed significant differences in the perceptions of either the importance or the success of counseling services. The study suggested that program planners should be aware of demographic variables when planning counseling programs. Further definitive research is recommended in order to investigate the college student counseling service needs.

随着我国城镇化的发展和城乡迁移人口的大幅增加，越来越多进城务工人员选择让子女随迁进入城市。在城乡教育水平存在差异的情况下，让子女随迁或留守反映着家庭对高质量教育的需求，同时也有可能改变家庭中教育资源的分配状况。政府是基础教育总成本的主要承担者，政策上可以通过增加政府教育的投入来减轻家庭的私人负担。因此，家庭负担的私人成本大小与政府的供给具有密切的关系。 / 本研究主要采用2008年CHIP（Chinese Household Income Project）数据，从需求的角度考察随迁选择及其对教育支出的影响。研究进一步加入了流出老家和流入城市两地的县级的宏观教育财政数据来反映政府教育供给状况，并探讨了家庭支出和政府供给的相关关系。研究首先采用Probit 回归对随迁选择影响因素进行分析发现，除了个体、家庭和地区因素外，城市教育财政支出是家庭进行随迁选择的拉动力，城乡间教育支出的相对差异也显著地促进随迁选择；研究的第二部分采用倾向得分匹配法寻找随迁与家庭教育支出的因果关系。结果发现，与留守相比，随迁会导致家庭校内教育支出的显著增加，其中进入公办学校的家庭支出增加62%至64%左右。最后，结合政府供给水平对家庭需求的影响，作者发现，流入地政府的教育支出有助于提高流动儿童进入公办学校的机会，与家庭教育支出存在着挤入效应，随着政府支出的增加，家庭需要负担更多的私人成本。 / 研究首次将政府供给水平与随迁子女的教育需求进行结合，具有一定的创新意义。 结论中关于城乡教育支出差异对随迁选择的积极作用，有助于中央或地方政府通过促进城乡均衡发展对随迁过程进行引导；而随迁家庭需要承担高额教育支出的客观事实，也有利于家庭进行随迁选择时充分地考虑成本因素；研究最后发现的挤入效应反映了流入地县级政府教育财力的缺陷，明确了中央政府承担责任的必要性。 / Whiles urbanization and rural-urban migration in China have been increased rapidly in recent years, more and more migration workers have chosen to bring their children to urban migration destinations. Because of the huge rural-urban gap in education funding, the choice of migrating with children versus leaving them behind in rural areas reflects demand of high educational quality by families. Further, different migration behaviors could also affect households’ resource allocation on education. Since government plays a major role on the total cost of basic education, policies can be implemented to release family’s budget constraint by raising the education finance. As a result, the extent to which private education cost by migrant households is closely related to the level of public funding. / Using the 2008 Chinese Household Income Project (CHIP) data, my thesis attempts to investigate the determinants of family migration decision on children and the impact of children migration on educational expenditure. I merge the CHIP data with the macro educational fiscal data in migrants’ place of origin and destination to to indicate the public fiscal support, and explore the relationship between household expenditure and governmental funding on education. I first run probit regressions to explore factors of migration decision on whether to bring children together or not. Results suggest that controlling for individual, household and regional characteristics, the level of educational funding in urban destinations is a key driving force for children’s migration. In addition, the gap on educational funding between urban and rural areas is positively related to children’s migration. I then examine the casual impact of children’s migration on households’ education expenditure using the Propensity Score Matching method. The estimates show that children’s migration to urban areas induces higher household educational expenditure. Compared with the cost for left-behind children, the household expenditure for migrant children in urban public schools is around 62% to 64% higher. Lastly, I investigate the effects of public fiscal support at destination areas on migrant household’s demand on education. It is evident that higher level of public funding increases the probability of enrolling in public schools. I also find crowding-in effect of government spending on private investment, which implies that families need to pay more when government expenditure increases / My research is innovative as it is the first study to consider both private demand and pubic supply in children’s migration issue. It is informative for either local or central government to consider balance the educational investment in both rural and urban areas if the governments intend to reduce children’s rural-to-urban migration with their parents. Further, my results might be helpful for migrant parents to understand the costs associated with migrating children together: there is potential higher expenditure that they need to bare even if their children can be enrolled in better quality urban public schools. Finally, crowding-in effect suggests that public educational resources in destination areas are limited which calls for support from the central government. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 曹妍. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 142-158). / Abstracts also in English. / Cao Yan.

論文(哲學碩士)--香港中文大學硏究院歷史學部,1994. / 參考文獻: leaves 1-14 (last group) / [馬木池]. / 圖表索引 / 前言 / Chapter 第一章 --- 清前期潮州地區書院的發展 / Chapter (一） --- 書院的廢毀時期--順治元年至康熙二〇年 / Chapter (二) --- 書院的恢復期--康、雍時期 / Chapter (三） --- 書院發展的高峰期--乾隆時期 / Chapter (四) --- 書院發展的沉寂期--嘉、道、咸時期 / Chapter 第二章 --- 清前期潮州地方社會與書院發展的關係 / Chapter (一） --- 清前期潮州地方社會問題 / Chapter (二） --- 清前期地方官治潮政策分析 / Chapter 第三章 --- 清前期地方官與書院 / Chapter (一） --- 地方官與書院的興修 / Chapter (二） --- 地方官與書院經費 / Chapter (三） --- 地方官與書院的運作 / Chapter 第四章 --- 清前期地方士紳與書院 / Chapter (一） --- 清初潮州地區推廣「官話」政策的成敗--以潮籍為主的書院院長 / Chapter (二） --- 書院院長與地方社會 / 總結 / 參考書目

許小光. / 手稿本 (c.2 -3 複印本) / Thesis (M.A.)--香港中文大學敎育學院. / Shou gao ben (c.2 -3 fu yin ben) / Includes bibliographical references (leaves 267-290). / Xu Xiaoguang. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 第二章 --- 袁世凱的民事教育建設 --- p.28 / Chapter 第三章 --- 袁世凱的軍事教育建設 --- p.112 / Chapter 第四章 --- 袁世凱的教育思想及教育措置的特點 --- p.165 / Chapter 第五章 --- 袁世凱的教育改革的背景與動機 --- p.204 / Chapter 第六章 --- 結論 --- p.250

by Lau Chiu Kay. / Bibliography: leaves 84-92 / Thesis (M.A.)--Chinese University of Hong Kong, 1983

by Hau Kit Tai. / Thesis (M.A.Ed.)--Chinese University of Hong Kong / Bibliography: leaves 84-102

by Leung Kwok Yan, Albert. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 73-78.