Understanding educational inequality in Hong Kong: secondary school segregation in changing institutional contexts

Beatrice Oi yeung Lam, Soo yong Byun, Moosung Lee

Research output: Contribution to journalArticle

Abstract

Since the mid-1990s, important education policy changes, such as the growth of Direct Subsidy Scheme (DSS) schools and the reform of the medium of instruction (MOI) policy, have been made in Hong Kong. Little is known about their impact on school segregation and educational inequality. We address this issue using six successive cycles of the Trends in International Mathematics and Science Study data. We found evidence for rising levels of secondary school segregation in terms of family socio-economic status and mathematics achievement from 1995 to 2011, whereas segregation declined from 2011 to 2015. We speculate that the salience of the MOI policy in expediting the segregating tendencies of the DSS sector might explain a growing magnitude of the effect of family socio-economic status on academic achievement between 1995 and 2011, and the reversed direction of such trends between 2011 and 2015. Implications are discussed.

Original languageEnglish
Pages (from-to)1170-1187
Number of pages18
JournalBritish Journal of Sociology of Education
Volume40
Issue number8
DOIs
Publication statusPublished - 2019 Nov 17

Fingerprint

educational inequality
segregation
Hong Kong
secondary school
subsidy
instruction
mathematics studies
science studies
trend
academic achievement
school
economics
mathematics
reform
evidence
education

All Science Journal Classification (ASJC) codes

  • Education
  • Sociology and Political Science

Cite this

@article{bf7375e36e66456e957c1ad3c7697310,
title = "Understanding educational inequality in Hong Kong: secondary school segregation in changing institutional contexts",
abstract = "Since the mid-1990s, important education policy changes, such as the growth of Direct Subsidy Scheme (DSS) schools and the reform of the medium of instruction (MOI) policy, have been made in Hong Kong. Little is known about their impact on school segregation and educational inequality. We address this issue using six successive cycles of the Trends in International Mathematics and Science Study data. We found evidence for rising levels of secondary school segregation in terms of family socio-economic status and mathematics achievement from 1995 to 2011, whereas segregation declined from 2011 to 2015. We speculate that the salience of the MOI policy in expediting the segregating tendencies of the DSS sector might explain a growing magnitude of the effect of family socio-economic status on academic achievement between 1995 and 2011, and the reversed direction of such trends between 2011 and 2015. Implications are discussed.",
author = "Lam, {Beatrice Oi yeung} and Byun, {Soo yong} and Moosung Lee",
year = "2019",
month = "11",
day = "17",
doi = "10.1080/01425692.2019.1642736",
language = "English",
volume = "40",
pages = "1170--1187",
journal = "British Journal of Sociology of Education",
issn = "0142-5692",
publisher = "Taylor and Francis Ltd.",
number = "8",

}

Understanding educational inequality in Hong Kong : secondary school segregation in changing institutional contexts. / Lam, Beatrice Oi yeung; Byun, Soo yong; Lee, Moosung.

In: British Journal of Sociology of Education, Vol. 40, No. 8, 17.11.2019, p. 1170-1187.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Understanding educational inequality in Hong Kong

T2 - secondary school segregation in changing institutional contexts

AU - Lam, Beatrice Oi yeung

AU - Byun, Soo yong

AU - Lee, Moosung

PY - 2019/11/17

Y1 - 2019/11/17

N2 - Since the mid-1990s, important education policy changes, such as the growth of Direct Subsidy Scheme (DSS) schools and the reform of the medium of instruction (MOI) policy, have been made in Hong Kong. Little is known about their impact on school segregation and educational inequality. We address this issue using six successive cycles of the Trends in International Mathematics and Science Study data. We found evidence for rising levels of secondary school segregation in terms of family socio-economic status and mathematics achievement from 1995 to 2011, whereas segregation declined from 2011 to 2015. We speculate that the salience of the MOI policy in expediting the segregating tendencies of the DSS sector might explain a growing magnitude of the effect of family socio-economic status on academic achievement between 1995 and 2011, and the reversed direction of such trends between 2011 and 2015. Implications are discussed.

AB - Since the mid-1990s, important education policy changes, such as the growth of Direct Subsidy Scheme (DSS) schools and the reform of the medium of instruction (MOI) policy, have been made in Hong Kong. Little is known about their impact on school segregation and educational inequality. We address this issue using six successive cycles of the Trends in International Mathematics and Science Study data. We found evidence for rising levels of secondary school segregation in terms of family socio-economic status and mathematics achievement from 1995 to 2011, whereas segregation declined from 2011 to 2015. We speculate that the salience of the MOI policy in expediting the segregating tendencies of the DSS sector might explain a growing magnitude of the effect of family socio-economic status on academic achievement between 1995 and 2011, and the reversed direction of such trends between 2011 and 2015. Implications are discussed.

UR - http://www.scopus.com/inward/record.url?scp=85070872334&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85070872334&partnerID=8YFLogxK

U2 - 10.1080/01425692.2019.1642736

DO - 10.1080/01425692.2019.1642736

M3 - Article

AN - SCOPUS:85070872334

VL - 40

SP - 1170

EP - 1187

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

SN - 0142-5692

IS - 8

ER -