Yi-Lee Wong – författare

Over the last two decades, the Hong Kong government, as with governments in many societies, has taken an expansion of higher education as a strategy—a community college policy specifically—to equip young people with skills and knowledge for a new economy in tandem with promoting their social mobility. What seems overlooked is social nurturance could contradict social mobility when such an educational policy is implemented in a neo-liberal context. This book offers an ethnography on the learning of students at a community college in Hong Kong between 2005 and 2009 towards the goal of getting transferred to university; it illustrates how the community college policy could lead to distorted outcomes. In particular, the observation that some students could succeed in getting a transfer without really learning urges policy makers to recognise that inducing people with a demand for a bachelor's degree qualification does not necessarily lead them to take learning seriously.

This book presents a comprehensive account of the educational experiences of community college students in Hong Kong, analyzed through a theoretical lens that intersects sociological theories of inequality, including Bourdieu's concept of cultural capital. The student narratives featured in this book reveal the interweaving personal, academic, and professional considerations and challenges affecting their individual choices in the pursuit of higher education. Chapters also reveal why, despite the relative expansion of educational opportunities, the class gap in higher education persists.

This book presents a comprehensive account of the educational experiences of community college students in Hong Kong, analyzed through a theoretical lens that intersects sociological theories of inequality, including Bourdieu''s concept of cultural capital. The student narratives featured in this book reveal the interweaving personal, academic, and professional considerations and challenges affecting their individual choices in the pursuit of higher education. Chapters also reveal why, despite the relative expansion of educational opportunities, the class gap in higher education persists.