Academic and Career Expectations of Ethnic Minority Youth in Hong Kong

Based on social-cognitive career theory (SCCT), we explore how ethnic identity, parental occupation, efficacy in learning Chinese, and learning experience relate to ethnic minority adolescents’ academic and career expectations. The participants are 632 Southeast Asian adolescents in Hong Kong. In ac...

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Bibliographic Details
Published in:The Journal of early adolescence 2015-11, Vol.35 (8), p.1092-1107
Main Authors: Cheung, Francis, Lai, Beatrice P.Y., Wu, Anise M. S., Ku, Lisbeth
Format: Article
Language:English
Subjects:
Academic Aspiration
Asians
Chinese
Correlation
Culture
Ethnicity
Expectations
Foreign Countries
Hong Kong
Learning
Learning Experience
Likert Scales
Minority & ethnic groups
Minority Group Students
Multigroup Ethnic Identity Measure
Occupational Aspiration
Occupations
Parents
Second Language Learning
Secondary School Students
Social Theories
Statistical Analysis
Structural Equation Models
Teenagers
Tukeys Test
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Summary:Based on social-cognitive career theory (SCCT), we explore how ethnic identity, parental occupation, efficacy in learning Chinese, and learning experience relate to ethnic minority adolescents’ academic and career expectations. The participants are 632 Southeast Asian adolescents in Hong Kong. In accordance with SCCT, structural equation modeling results show that ethnic identity is related to learning experience, which in turn is associated with efficacy in learning Chinese. Efficacy in learning Chinese significantly predicts the adolescents’ academic and career expectations, but parental occupation does not. Testing of alternative models also shows that ethnic identity is directly related to the two outcome expectations. We discuss the implications and limitations of the study in the context of extending SCCT to a more interdependent culture and assessing factors that contribute to outcome expectations of ethnic minority groups.
ISSN:0272-4316
1552-5449
DOI:10.1177/0272431614552017