Academic and career expectations of ethnic minority youth in Hong Kong
Document Type
Journal article
Source Publication
The Journal of Early Adolescence
Publication Date
11-2015
Volume
35
Issue
8
First Page
1092
Last Page
1107
Publisher
Sage Publications, Inc.
Keywords
ethnic minority, academic and career expectations, adolescents
Abstract
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.
DOI
10.1177/0272431614552017
Print ISSN
15525449
E-ISSN
02724316
Publisher Statement
Copyright © 2015 SAGE Publications. Access to external full text or publisher's version may require subscription.
Full-text Version
Publisher’s Version
Language
English
Recommended Citation
Cheung, F. Y. L., Lai, B. P. Y., Wu, A. M. S., & Ku, L. (2015). Academic and career expectations of ethnic minority youth in Hong Kong. The Journal of Early Adolescence, 35(8), 1092-1107. doi: 10.1177/0272431614552017