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

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

abstract / Chinese Historical Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of 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

陳筱苓 = A study of the organizational culture of a church school / Chan Siu Ling. / 稿本 / 論文(碩士)--香港中文大學硏究院敎育學部,1992. / 參考文獻: leaves 189-195 / Chen Xiaoling = A study of the organizational culture of a church school / Chan Siu Ling. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第一節 --- 硏究背景 --- p.1 / Chapter 第二節 --- 硏究目的 --- p.3 / Chapter 第三節 --- 硏究範圍 --- p.4 / Chapter 第四節 --- 硏究意義 --- p.4 / Chapter 第二章 --- 文獻評述及理論架構 --- p.6 / Chapter 第一節 --- 香港教會辦學概況 --- p.6 / Chapter 一. --- 名詞釋義 --- p.6 / Chapter 二. --- 教會學校之目標 --- p.7 / Chapter 三. --- 教會學校推行基督教 宗教教育之途徑 --- p.9 / Chapter 第二節 --- 組織文化的理念 --- p.14 / Chapter 一. --- 組織文化的定義 --- p.14 / Chapter 二. --- 組織文化與組織氣氛 --- p.19 / Chapter 三. --- 組織文化的形成 --- p.22 / Chapter 四. --- 學校與組織文化 --- p.28 / Chapter 五. --- 宗教信仰與組織文化 --- p.43 / Chapter 第三節 --- 理論架構 --- p.44 / Chapter 第三章 --- 硏究方法 --- p.49 / Chapter 第一節 --- 硏究設計 --- p.49 / Chapter 一. --- 硏究方法的選取 --- p.49 / Chapter 二 . --- 硏究步驟 --- p.49 / Chapter 第二節 --- 研究對象 --- p.53 / Chapter 第三節 --- 資料搜集 --- p.57 / Chapter 一. --- 資料搜集的方法 --- p.57 / Chapter 二 . --- 資料捜集的步驟 --- p.63 / Chapter 第四節 --- 資料分析 --- p.65 / Chapter 一. --- 主要分析方法 --- p.65 / Chapter 二 . --- 硏究的效度及信度 --- p.68 / Chapter 第五節 --- 硏究限制 --- p.69 / Chapter 第四章 --- 研究結果分析 --- p.70 / Chapter 第一節 --- 規範的分析 --- p.70 / Chapter 一. --- 行為上的規範 --- p.70 / Chapter 二. --- 態度上的規範 / Chapter 第二節 --- 價值和基本假設的分析 --- p.115 / Chapter 一. --- 人性 --- p.115 / Chapter 二 . --- 真理的性質 --- p.121 / Chapter 三. --- 人際關係的性質 --- p.125 / Chapter 四. --- 人類活動的性質 --- p.129 / Chapter 五. --- 人與環境的關係 --- p.131 / Chapter 六. --- 一致論/個別論 --- p.135 / Chapter 第五章 --- 基督教對規範的影響 --- p.137 / Chapter 第一節 --- 基督教對規範的影響 --- p.137 / Chapter 第二節 --- 基督教對價值和基本假設的影響 --- p.144 / Chapter 一. --- 人性 --- p.144 / Chapter 二. --- 真理的性質 --- p.147 / Chapter 三. --- 人際關係的性質 --- p.149 / Chapter 四. --- 人類活動的性質 --- p.151 / Chapter 五. --- 人與環境的關係 --- p.152 / Chapter 六. --- 一致論/個別論 --- p.154 / Chapter 第六章 --- 總結及建議 --- p.157 / Chapter 第一節 --- 總結 --- p.157 / Chapter 第二節 --- 建議 --- p.164 / 註釋 --- p.168 / 附件一 --- p.170 / 附件二 --- p.173 / 附件三 --- p.175 / 附件四 --- p.177 / 附件五 --- p.181 / 附件六 --- p.185 / 書目 --- p.189

Phase two was a large scale survey, whereby a convenient sample of 1319 junior secondary school students were recruited from five schools in the main study. A total number of 1211 students aged 11 years and older completed the questionnaires. The results of the main study showed that the three occurrences of bullying stressors which occurred most frequently were "Bullies make fun of my physical appearance unpleasantly", "Bullies insult me in front of other people" and "Bullies intentionally trick me". Findings also indicated that adolescents often appraised bullying as being "Physical harm or emotional hurt" and "Threaten of getting harm or loss". In particular, the highest levels of stress experienced by adolescents were in incidents where "Bullies gain peer support that I deserved to be bullied", "Bullies make fun of my physical appearance unpleasantly" and "Bullies insult me causing me to lose emotional control". Elaborating further on the Chi-square analysis measuring on the frequency of bullying behaviors, the results indicated that there were significant gender differences with regard to types of bullying behaviors such as "Being hit, beaten and punched", "Made fun of me and treated me badly", and "Being threatened to be beaten". In general, it was discovered that adolescent boys were more inclined to be involved in different types of direct and indirect bullying behaviors than girls. / Significant findings of regression analyses showed that only appraisals of school bullying to be a mediator in the relationship between levels of stress and psychological distress of school bullying. Emotional focused coping strategies and parental-support were found to be the partial mediators. Moreover, appraisals of school bullying and emotional focused coping strategies were also found to be partial mediators in the relationship between levels of stress and social distress. More importantly, appraisals of school bullying and parent-adolescent closeness were also shown to play a moderating role in the link between levels of stress and psychological distress arising from school bullying. In contrast, only problem-focused coping strategies, friendship support and parent-adolescent closeness were seen to play a moderating role in the relationship between levels of stress and social distress. (Abstract shortened by UMI.) / The aim of this study was to explore the experiences of Hong Kong adolescents involved in school bullying and to examine the stressors, perceived levels of stress, appraisals, coping strategies, coping resources and psychological consequences arising from school bullying. / The T-test analysis also highlighted the disparity between boys and girls with regard to direct bullying, indirect bullying, and levels of stress, emotional-focused coping strategies, parental support, parent-adolescent closeness and psychological distress of school bullying. The F-value of the one-way ANOVA showed that there were statistically significant grade differences in problem-focused coping strategies and parental support for the three grade groups. According to the results of correlation analyses, the levels of stress was found to have positive significant correlations with appraisal of threat, appraisal of harm, emotional focused coping strategies, social distress and psychological distress. Moreover, psychological distress was positively associated with appraisal of harm, appraisal of threat and emotional-focused coping strategies but negatively related to family support. Social distress was also found to be positively associated with appraisal of harm, appraisal of threat and emotional-focused coping strategies, however social distress was only negatively related to parental-support. / This study attempted to link the two bodies of "Bullying" and "Cognitive-transaction coping" knowledge to conceptualize "coping with stress of school bullying" as being a complex interplay between the person and the environment. This involved incorporating a cross sectional study of the quantitative approach which was comprised of two phases: Phase one was essentially the conducting of a pilot test to ensure the reliability and selection of measuring scales which would be used for the purposes of conducting the main study. These scales included "School Bullying Behavior" scale, "Levels of Stress" scale, "Appraisals of School Bullying" scale, "Adolescent Coping of Bullying" scale, "Coping Resources of Bullying" scale and the "Psychosocial Consequences of Bullying" scale. Based on a convenient sample of sixty known-case adolescent victims, the six instruments selected for the main study, were shown to have reliability coefficients exceeding 0.70 and thus only minor modifications to measuring scales were made. Based on the pre-test findings, a questionnaire comprising 170 items was developed to measure the perceptions of adolescents toward school bullying behaviors, the levels of stress encountered and appraisals of school bullying. The questionnaire also measured coping strategies adopted by students, coping resources used, psychosocial consequences of school bullying and the social demographic profile of the main study. / Law, Kin Man. / Adviser: Ma Lai Chong. / Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0333. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 354-387). / 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. / Abstracts in English and Chinese.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education