Curriculum reform and the social class achievement gap. Issue 2 (3rd October 2016)

• Record Type: Journal Article
• Authors: Lee, Trevor Tsz-lok; Chiu, Stephen Wing-kai
• Is Part Of: Social transformations in Chinese societies. Volume 12:Issue 2(2016)
• Page Start: 148
• Page End: 165
• Publication Date: 2016-10-03
• Subjects: Hong Kong -- Achievement gap -- Social class -- Curriculum reform -- Liberal Studies; China -- Social conditions -- Periodicals; 306.0951
• DOI: 10.1108/STICS-05-2016-0002
• Languages: English
• ISSNs: 1871-2673

Abstract

Abstract : Purpose: Through the study of the Liberal Studies reform in Hong Kong, this paper aims to investigate to what extent the curriculum reform makes a difference in the achievement gap between middle-class and lower-class students. Specifically, it examines the variation of the "class gap" between Liberal Studies and other traditional, core subjects in terms of the public examination results, and the major mediators underlying the class effect on the results. Design/methodology/approach: Data from a survey of 1, 123 students from 15 schools who studied the new curriculum between 2009-2010 and 2011-2012 in Hong Kong were analyzed using the hierarchical multiple regression models. Findings: Students' class backgrounds, mainly indicated by parental education, continue to make a substantive contribution to the achievement gap. Practical implications: Given that Liberal Studies' examination is compulsory for university entrance, the sensitivity of this reform to existing educational inequalities has a significant impact on students' chances of entering local universities. Originality/value: Sociologists have long observed the class gap in education, and this paper adds an important exogenous source, a curriculum change, to the analysis. The Liberal Studies reform has provided a unique opportunity to examine the potential effect of a curriculum change on the class gap. In addition, in view of the absence of empirical evidence in this topic, this paper is an effort to build the evidence base for understanding the outcomes of the reform.