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Positive youth development (PYD) among ethnic minorities is important to building a socially inclusive and rapidly aging Hong Kong. There are very limited empirically driven with evaluation among ethnic minorities in Hong Kong and in the region. This study aims to fill the research-to-practice gap by examining the implementation process and impacts of a school-based PYD school program for ethnic minorities in Hong Kong developed empirically based on the data of the larger sequential mixed-methods research project.

Along with a non-governmental organization the authors co-developed, implemented and evaluated an eight-week pilot PYD program for youth from South Asia and newly arrival mainland Chinese backgrounds. Although a quasi-experimental mixed-methods research design was adopted and included 18 young people in the intervention group and 12 young people in the control group, this paper reported the qualitative interviews of three students, two of their teachers and two PYD interventionalists who commented about the content and process to further improve future PYD programs for ethnic minorities young people in Hong Kong.

Students stated their positive experience about the program while other participants (interventionalists and teachers) provided insights for further program effectiveness enhancement. This includes organizing social activities in the program, such as basketball or football matches would enhance the level of engagement of the participants. Teachers and interventionists suggested to develop age-appropriate programs as younger groups may have different needs or interests compared to their older counterparts.

This study provides insight into how to improve the implementation process, effectiveness and quality of evidence based PYD education research and practices from a culturally appropriate perspective, particularly for South Asian youth residing in Hong Kong and beyond.

The article is based on a research project using survey data (N=628) and qualitative interviews (N=60) with young people and their parents belonging to the five largest ethnic minority groups in Denmark, along with the experiences of psychosocial services for minority young people. The theoretical framework is social psychological, combining theories of modernisation, family relations and effects of discrimination. The article examines interaction with the parents in relation to their intimate partnership formation and the dynamics of religious endogamy. Main findings are that parents may be either supportive or against the young people, contrary to the dominant discourses about intergenerational conflicts. The continued practice of religious endogamy is another finding. The article criticises the reductionistic dichotomy ‐ either own or parental choice ‐ and appeals for broader concepts which focus both on own choice and parental acceptance. The article also throws light on some strategic services dealing with the problems of ethnic minority young people in forming intimate partnerships in other countries. A model for psychosocial intervention is presented which directs attention to ageism and sexism, as well as racism, at personal, interpersonal and structural levels.

Developing a sense of belonging among immigrant youth in multicultural contexts has attracted significant attention from scholars during the last few decades. Studies have already underscored how various educational factors hinder or facilitate students’ sense of belonging to the school or the larger society. Although most students in Hong Kong schools are ethnic Chinese, a significant number of non-Chinese children make students diversity an essential aspect of schooling. The study investigated how schools can develop a sense of belonging among ethnic minority youth in Hong Kong.

As the education system in Hong Kong lacks a multicultural education policy, how can schools help develop a sense of belonging to the school and the larger society among young ethnic minority people? To answer this question, this paper consolidates the two sets of data originally gathered for two research projects. The data was collected through semi-structured in-depth interviews with nine secondary school teachers (Chinese and non-Chinese) and 15 students (non-Chinese) and analysed thematically.

The thematic analysis of the qualitative data identified several challenges and opportunities for developing ethnic minority students’ sense of belonging in Hong Kong.

Researchers in comparative education can further explore how multicultural education and inclusive education approach together can help ensure inclusive and equitable quality education for all and cater to students' diverse learning needs across the education systems.

Given that the aims of multicultural education and inclusive education resonate with each other, schools can focus on the Whole School Approach to developing a sense of belonging among ethnic minority youth in Hong Kong. However, policymakers and practitioners may need to adopt a multifaceted perspective on inclusive education that strives to ensure equitable quality education for all.

The study contributes to the existing body of scholarship on multicultural education and inclusive education. The study findings underscore the importance of an interdisciplinary research framework in education and advocate an integrative approach to supporting students with diverse learning needs in multicultural contexts.

InfoMe is an innovative research program that explores and facilitates how ethnic minority youth help members of their social networks, especially elders, with everyday life situations through information and technology.

The project employs mixed methods, iteratively using Teen Design Days and a stratified random, classroom-based survey (n = 500) in six schools, with multiple community partners in King County, WA.

InfoMe inductively demonstrates how ethnic minority youth help others with situations of daily living through information and technology.

The findings are being used to develop InfoMe applications with the youth and InfoMe Train-the-Trainer workshops for professionals who work with youth.

The research is developing a model of how ethnic minority youth engage as information mediaries in different community settings, how individuals and communities benefit; and it is contributing to our general understanding of specific concepts related to the human information experience.

The majority of New Commonwealth immigrants to Britain arrived during the 1950s and early 1960s but for them and their children, equal opportunities are not yet a reality. To understand why this is so, requires some background on the establishment of a multi‐racial society in Britain.

In this study, the authors investigated ways to cultivate resilience through a social justice lens among ethnic minorities against COVID-19 in Hong Kong.

A qualitative (case study) methodology was adopted to interview 15 social service providers from diverse ethnic backgrounds serving disadvantaged ethnic minority groups (South and Southeast Asian groups from low-income households, foreign domestic workers and asylum seekers/refugees).

Two major protective factors were identified, contributing to the development of resilience among diverse ethnic groups: (1) individual-based resilience (including being optimistic) and (2) socio-environmental factors (including ongoing support from strong family, peer and religious settings' support, consulates' support, on-going material and nonmaterial donations, support of young volunteers and importance of online connection and communication) using the integration of resilience and social justice frameworks.

This study showed that the protective factors were found to dynamically interact with each other and the environment. The present study recommends additional culturally sensitive service and policy implications for preventing the long-term impact of mass crises among Hong Kong's marginalized minorities.

For researchers concerned with the field of youth labour markets the experience in recent years has been one of working on shifting sands. Whilst there has been in the last few years a considerable decline in demand for labour generally, in the case of young people seeking work, the fall off is even more marked, as illustrated in Table I.

This paper aims to outline the experience of choosing an appropriate methodology from the potential qualitative methods for studying acculturative experiences amongst a group of non-Chinese young people in Hong Kong. It delineates the reasons for choosing phenomenography for researching their lived acculturative experiences. The paper also briefly explains the advantages of phenomenographic research and advocates it as a potential qualitative method for investigating diverse trajectories of acculturative experiences amongst ethnic minority/immigrant populations in multicultural contexts.

Researchers have investigated the acculturation of immigrant youth across settlement societies using different theoretical frameworks, approaches, scales, surveys and questionnaires. However, little attention has been given to the research methodologies that focus on lived human experiences across acculturating groups. By adopting an integrative literature review approach, this paper examines phenomenography as one of the potential qualitative research methods to explore ethnic minority lives in multicultural contexts.

Given that acculturation is a heterogeneous social phenomenon, phenomenography can help address the issues and limitations inherent to the traditional methodological approaches to studying acculturation amongst youth with ethnic minority and immigrant backgrounds.

Researchers in comparative, intercultural and multicultural education may benefit from phenomenography by exploring the different ways immigrants and ethnic minority populations experience acculturation in multicultural contexts.

This paper outlines the authors' first-hand experiences who sought to identify an appropriate qualitative research method for studying acculturative experiences amongst a group of non-Chinese secondary school students in Hong Kong. Based on their extensive research experiences in the interpretative research tradition, the authors propose phenomenography as a promising method for exploring the diverse trajectories of acculturation amongst ethnic minority and immigrant youth in multicultural contexts.

Discrimination is defined as negative or harmful behavior toward a person because of his or her membership in a particular group (see Jones, 1997). Unfortunately, experiences with discrimination due to racial group membership appear to be a normal part of development for African American youth. Discrimination experiences occur within a variety of social contexts, including school, peer, and community contexts, and with increasing frequency as youth move across the adolescent years (Fisher, Wallace, & Fenton, 2000; Seaton et al., 2008). Recent research with a nationally representative sample of African American 13–17-year olds revealed that 87% had experienced at least one racially discriminatory event during the preceding year (Seaton et al., 2008). Most of the research on the consequences of youths’ encounters with racial discrimination has focused on mental health outcomes (Cooper, McLoyd, Wood, & Hardaway, 2008), with surprisingly little work examining whether and through what mechanisms discrimination affects achievement motivation.

This research explores the educational participation, cultural identification, and linguistic practices of Middle Eastern refugee youth in Vancouver, Canada. Twenty refugee youth aged 15 to 30 participated in this critical ethnography that provided new information about the impacts of pre- and post-migration experiences on their educational attainment, language, and identity construction. Evidence reported here indicates that refugee youth are subject to institutional challenges in both their home and host countries. The youth experienced educational assimilation, biased curriculum, and language discrimination with devastating impacts on their educational participation and overall well-being. In response, this study indicates that young people resist assimilation and racism in educational and wider social settings. This study further suggests that refugee youths’ educational experiences, linguistic practices, self-identification, and well-being should be examined in relation to their pre- and post-migration experiences, and the dominant meta-narratives of their home and host countries (e.g., nationalism).