東華大學圖書館 |

A Study on the Construction of Social Identities of Hong Kong Students in Tertiary Education in Mainland China /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Study on the Construction of Social Identities of Hong Kong Students in Tertiary Education in Mainland China // Xiaochun Pan.
作者:	Pan, Xiaochun,
面頁冊數:	1 electronic resource (298 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
Contained By:	Dissertations Abstracts International83-03B.
標題:	Personality psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28736048
ISBN:	9798535514710

A Study on the Construction of Social Identities of Hong Kong Students in Tertiary Education in Mainland China /
Pan, Xiaochun,

A Study on the Construction of Social Identities of Hong Kong Students in Tertiary Education in Mainland China /Xiaochun Pan. - 1 electronic resource (298 pages)

Source: Dissertations Abstracts International, Volume: 83-03, Section: B.

Focusing on the trans-border migration of Hongkong students in tertiary education in Mainland China, this study mainly examines how the intergroup interaction (re)constructs their social identities through the lens of boundary work. Linking the macro- and micro- factors, mediating the everyday interactional life in universities, it studies the influence of factors of state, societies and individual autonomy. Mainlanders has always been considered as important 'Other' in the construction of social identities of Hongkongers, so the study directly places the Hongkong students in the context of otherness, that is, Mainland, concentrating on their everyday interactional life with Mainland students, nominal Hongkong students, and students in Hongkong etc., and its effects on their (re)identification with 'us' and 'them', and the highlight or downplay of boundaries.Firstly, rather than conceptualized as opposite poles of Hongkonger category of the singleitem, national and local identities are seen as two distinct attitudes in this study. On the one hand, identification with Hongkonger can be classified as nominal (institutional, geographical components) and substantive versions (cultural, civic and political, pragmatic components). The substantive ones play more important role in the identification with Hongkonger identity, and the role of civic and political identities is more important than the economic and cultural ones, through which positive distinctiveness is maintained from Mainlanders. Besides, the cultural identities are conceptualized as ideological ones to resist the nationalization. One the other hand, identification with Chinese can be categorized into material (legal, territorial, ethnic components) and non-material versions (cultural, political, and pragmatic components). Hongkongers focus more on the material identities, and hold counter-discourse on non-material identities, especially political identities. It can be seen that the explanations of Hong Kong identity focus on discourses of nation, citizenship and class. And identification with Hongkonger can be categorized as a thick identity, while that with Chinese as a thin identity. In sum, the construction of social identities of Hongkong students in Chinese Mainland can be categorized as separate Hong Kong identity, civic Hong Kong identity, and situational mixed identities (including pragmatic identity), integrative identities (including compound and nested identities), cosmopolitan citizenship. And mixed identities has been neglected in the studies on social identity and Hong Kong identity. Besides, trans-border migration plays a weak role on those identifications, while reinforces the previous identifications. Secondly, the approach of social construction focuses on the factors of macro institution and policies and socio-categorical boundaries (i.e., ethnic, class). State still plays an important role in the construction of social identities of Hongkong students in Chinese Mainland, mainly focusing on the normative identities behind the policy making, that is, Chinese nationals, and citizenship, and distribution of policy benefits. But the policies result in unanticipated consequences. That is, the supra-national policy treatments aiming to strengthen their identification with Chinese national identity unexpectedly reinforce their identification with distinctive Hongkonger identity. But sub-national treatments arouse their claims of the same citizenship with Mainlanders, that is their identification with instrumental or pragmatic Chinese citizenship. And from the policies of Hong Kong SAR Government, Hongkong students in Chinese Mainland are treated as 'differential Hongkongers' from local students, who enjoy superior policy treatment. And Hongkong society hold some negative stereotypes about Hongkong students in Chinese Mainland, which may influence their construction of social identities. 'Others' of Hong Kong students in Chinese Mainland include mainlanders, nominal Hong Kong students, and even Hong Kong students in Hong Kong, and the approaches of 'otherization' include active and passive one.Thirdly, the approach of subjective construction concentrates on everyday discourse practice and interactional practice. From the approach of discursive construction, their identification can be seen as reactive identity, which means negotiation or resistance of given social categories inflicted on them by state, mainlanders or 'authentic' Hongkonger. It's mainly through the differentiation between mainlander students, nominal Hongkong students and Hong Kong students in Hong Kong. The narrative of their construction of social identities can be conceived as struggle of discourse power. From the approach the interactional practice, under the influence of socio-categorical boundaries, school-administrative boundaries, and individual autonomy, the boundary work is both positive and negative relational to the identification with 'us' and 'them.'.

English

ISBN: 9798535514710Subjects--Topical Terms:

2144789
Personality psychology.
Subjects--Index Terms:

Social identity

A Study on the Construction of Social Identities of Hong Kong Students in Tertiary Education in Mainland China /
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