Dr LEE, Tsz Lok Trevor   李子樂
Assistant Professor
Department of Education Policy and Leadership
Phone No: (852) 2948 8312
Email: ttllee@eduhk.hk
Contact
ORCiD
0000-0002-8081-720X
Phone
(852) 2948 8312
Email
ttllee@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=233898&name=LEE, Tsz Lok Trevor
Scopus ID
57199407911
Research Interest
  • Stratification
  • Parenting
  • Policy

External Appointment

PROFESSIONAL AFFILIATIONS

2018-2020 Council member, Hong Kong Sociological Association, Hong Kong

CONSULTANCY

2019-2021 Consultant, Program evaluation for the 'Parenting for a Peaceful World' project, EDiversity Limited, Hong Kong

Personal Profile

Dr. Lee Trevor Tsz-lok is a sociologist working on the field of education, particularly inequality and stratification, parenting, and policy.

Trevor's research is often located at the intersections of traditional research agenda in sociology, family studies, and educational studies, among other (sub-) fields, and involves quantitative and qualitative methodologies. His recent research projects address questions concerning (1) the intricate ways that interrelationships between home, school and culture shape and reproduce social positions in the stratification system; (2) the middle-class alternative choice of homeschooling in Hong Kong and Taipei; and (3) online learning of Hong Kong primary school students during school closures in time of COVID-19.

His new research agenda attends to digital inequality in relation to parenting and schooling.

Research Interest
  • Stratification
  • Parenting
  • Policy

External Appointment

PROFESSIONAL AFFILIATIONS

2018-2020 Council member, Hong Kong Sociological Association, Hong Kong

CONSULTANCY

2019-2021 Consultant, Program evaluation for the 'Parenting for a Peaceful World' project, EDiversity Limited, Hong Kong

Selected Output
Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Kwan, P., Li, B.Y.M., & Lee, T.T. (2020). Neolıberal Challenges in Public Schools in Hong Kong: An East Asian Model?. Khalid Arar, Deniz Örücü, Jane Wilkinson, Neoliberalism and Education Systems in Conflict: Exploring Challenges Across the Globe (29-39). New York: Routledge
趙永佳、李子樂 (2016)。 男孩危機？談新高中男女差異近況。輯於趙永佳、葉仲茵和李鏗編， 躁動青春：香港新世代處境觀察 (28-36)。香港: 中華書局(香港)有限公司
趙永佳、李子樂 (2016)。 通識、學業成就與階級。輯於趙永佳、葉仲茵和李鏗編， 躁動青春：香港新世代處境觀察 (18-27)。香港: 中華書局(香港)有限公司
李子樂、周滿華 (2015)。 通識與政治取向：新高中同學們有話說。輯於趙永佳、張妙清編， 吐露爭鳴──二零一四時事論叢 (120-124)。香港: 香港中文大學香港亞太研究所
趙永佳、李子樂 (2015)。 不要讓排名決定我們如何教育孩子。輯於趙永佳、張妙清編， 吐露爭鳴──二零一四時事論叢 (40-44)。香港: 香港中文大學香港亞太研究所
趙永佳、李子樂 (2006)。 人離鄉賤？：香港外籍家庭傭工狀況調查。輯於劉兆佳、尹寶珊、李明和黃紹倫編， 社會發展的趨勢與挑戰：香港與台灣的經驗 (247-276)。香港: 香港中文大學香港亞太研究所

Journal Publications
Publication in refereed journal
Lee, T.L.T. (2022). Leadership for inclusive online learning in public primary schools during COVID-19: A multiple case study in Hong Kong. Educational Management Administration & Leadership, ., 1-21 Doi:10.1177/174114322211353.
Lee, T.T. (2022). Reform at the Intersection of Loose Coupling and Pedagogic Modalities: The Case of Hong Kong. Education and Urban Society, 54(1), 54-76
Lee, T.T.L. (2022). Towards a textural sociological approach to single mothers’ voices: a study of Hong Kong mothers. Discourse: Studies in the Cultural Politics of Education, ., 1-15
Lee, T.L.T (2021). Social class, intensive parenting norms and parental values for children. Current Sociology, _, 1-18
Lee, T.T. & Luo, X. (2021). Women’s perceived support of parents and parents-in-law in China: Socioeconomic resources, reciprocity, and family context. Chinese Journal of Sociology, 7(2), 171-193
Lee, T.T., Kwan, P., & Li, B.Y.M. (2019). Neoliberal challenges in context: a case of Hong Kong. International Journal of Educational Management, 34(4), 641-652
Lee, T.L., & Ma, X. (2019). Identity and border setting: A qualitative study of homeworkers in China. Social Transformations in Chinese Societies, 15(2), 94-113
Fong, E., Lee, T. T., Shibuya, K., Wang, J., & Yang, Y. (2018). Trust towards Conventional Businesses and E-Businesses by Socioeconomic Status in China. Comparative Sociology, 17 (3-4), 279-298
Lee, T. T., & Chiu, S. W. K. (2018). Conduit for Engagement? School Curriculum and Youth Political Participation in Hong Kong. YOUNG, 26 (2), 161-178
Lee, T. T.-L. (2018). Revisiting the role of pedagogic contexts in social class analysis: A Bernsteinian approach. International Review of Sociology, 28(1), 133-149
Lee, T. T., & Chiu, S. W. K. (2016). Curriculum Reform and the Social Class Achievement Gap. Social Transformations in Chinese Societies, 12 (2), 148-165
Publication in policy or professional journal
Ling, B., & Lee, T. T. (2007). Where Is The ‘Frugal Olympics’? Internet Voices Protest Extravagance. China Rights Forum, 3, 54-61

Conference Papers
Invited conference paper
Lee, T.T.L. (2021, 6). Homeschooling in Asia (South): Singapore and Hong Kong. Quality Learning Conference (in Chinese), Taiwan
Refereed conference paper
Lee, T.T.L. & Chu, L.Y. (2022, 4). Chinese Parents Exercising Alternative Middle-Class Choice: A Study of Homeschooling in Hong Kong. British Sociological Association Annual Conference, UK https://www.britsoc.co.uk/events/annual-conference-archive/
Chan, C.H. & Lee, T.T. (2022, 1). The Social Side of Online Learning: A Case Study of Hong Kong Primary Schools during COVID-19. The 22nd Annual Conference of Hong Kong Sociological Association, Hong Kong
Lee, T.L. (2019, 7). Beyond Structure Versus Culture: Class-specific Parenting Practices in Hong Kong. Proceedings of the Middle-Term Conference RC04 Sociology of Education International Sociological Association (ISA), Moscow, Russia
Luo, X., & Lee, T. T. (2018, 12). Main Patterns and Determinants of Married Women’s Support to Parents and Parents-in-law in China. The 20th Annual Conference of the Hong Kong Sociological Association, Hong Kong
Ma, X., & Lee, T. T. (2018, 12). Work-Leisure Borders in Post-Industrial Society: The Study of Leisure Experience of Homeworkers in China. The 20th Annual Conference of the Hong Kong Sociological Association, Hong Kong
Fong, E., Lee T. T., Shibuya, K., Wang, J., & Yang, Y. (2017, 11). Trust towards Institutions among the Successful during the Economic Reform. International Conference on Trust, Tokyo, Japan
Lee, T. T. (2017, 8). Career and Life Adventure Planning for Youth---Model, Collaboration and Tools. The Annual Convention of American Psychological Association, Washington, D.C., USA
Lee, T. T., Yuen, M. K., Cheng, Y. L. G., & Leung, S.A. (2017, 8). Life Skills Self-Efficacy, School Connectedness and Meaning in Life: Immigrant Students in Hong Kong. The Annual Convention of American Psychological Association, Washington, D.C., USA
Leung, S. A., Lee, T. T., & Cheng Y. L. G. (2017, 8). Factors Predicting Changes in Students’ Perceptions of Career Decision-Making Difficulties. The Annual Convention of American Psychological Association, Washington, D.C., USA
Leung, S. A., Lee T. T., & Cheng, Y. L. G. (2017, 5). Personal and Social Contextual Influences on Career Decision Making Difficulties of Chinese High School Adolescents. The Annual Meeting of American Educational Research Association, San Antonio, TX, USA
Lee, T. T., Cheng Y. L. G., Ho, M., Ho, E.Y.F., & Leung, S.A. (2016, 8). Contributions of Interest and Competence to Career Indecision among Chinese High School Students. The Annual Convention of American Psychological Association, Denver, CO, USA
Chiu, S. W. K., & Lee, T. T. (2015, 5). Class-based Achievement Gap in Liberal Studies of New Senior Secondary Curriculum in Hong Kong. The Taiwan─HK Sociology and Social Image Conference, Taipei, Taiwan
Lee, T. T. (2014, 12). An Exploratory Study of the Politicizing Effect of Liberal Studies on Student Activism. The 16th Annual Conference of the Hong Kong Sociological Association, Hong Kong
Chiu, S. W. K., & Lee, T. T. (2014, 7). Integrative Forms of Curriculum and Pedagogy: A Bernsteinian Analysis of Liberal Studies in Hong Kong. The International Basil Bernstein Symposium, Nagoya, Japan
Chiu, S. W. K., & Lee, T. T. (2014, 4). Revisiting Basil Bernstein: Social Class and Curriculum Studies. British Sociological Association Annual Conference, London, UK
Chiu, S. W. K., & Lee, T. T. (2013, 2). Bringing Class (back) in Curriculum Reform: The Case of Hong Kong. The Annual Conference of The Hong Kong Educational Research Association, Hong Kong

Creative and Literary Works, Consulting Reports and Case Studies
Written teaching case study or extensive note
Lee, T. T. (2019). Research Ethics as a Process: A Qualitative Study of Foreign Domestic Workers and Their Employers in Hong Kong. SAGE Research Methods Cases.. UK: SAGE Publishing

Project
An Exploratory Study on the Factors Affecting the Place of Attachment and Belongingness of Hong Kong Permanent Residents
This research cluster aims at studying the place of attachment and belongingness of Hong Kong adult permanent residents by using qualitative semi-structured in-depth interviews. This proposed research cluster is interdisciplinary in nature since it will draw upon relevant and updated theories and perspectives from politics, sociology, geography, as well as citizenship. For this reason, it will also be a means to strengthen the ongoing collaborations across faculties (FLASS & FEHD) and departments (SSC, APS & EPL). This project is about studying the place of attachment and belongingness of Hong Kong permanent residents. Belongingness, which is defined as a fundamental human need to maintain significant interpersonal relationships (Baumeisseter & Leary, 1995, p. 497) and a desire to take part in a community (Capra & Steindi-Rast, 1991, p. 14), has been an important concept in psychology. However, in the past two decades, the complexity of social conditions and human movements around the world have motivated social scientists from different disciplines to further theorise about it (Antonsich, 2010; Halse, 2018; May, 2013; Yuval-Davis, 2006).
Project Start Year: 2021, Principal Investigator(s): CHONG, King Man Eric 莊璟珉 (LEE, Tsz Lok Trevor 李子樂 as Co-Investigator)
 
Home-School Collaboration as Online Learning Support System: A Case Study of Primary Schools amid Class Suspension in Hong Kong
This proposed study responds to the policy need for research on the challenges confronting schools and families to support the online learning of primary school students amid the class suspensions in Hong Kong. For the majority of the 2019/2020 school year, classes in all local kindergarten, primary and secondary schools have been suspended in response to the coronavirus (COVID-19) epidemic (and territory-wide protests earlier). The class suspensions have focused the spotlight on pressing issues related to students’ online learning at home.

Over the years, various policy initiatives for the effective online learning of students have been introduced towards, among other milestones, the development of a digital infrastructure (e.g. access to computers or the Internet at home), digital literacy support (for students and their parents) and self-directed learning and family support. Recent policy attention has been drawn to the role of home–school collaboration as the enabling environment of online learning support. Similar to traditional learning environment, home–school collaboration is important in supporting and facilitating students’ online learning. Home–school collaboration becomes particularly critical and apparent when schools have moved classes online during the prolonged class suspension, and the burden of children’s education has fallen increasingly on parental support. Findings of the proposed study are expected to provide an improved understanding of the challenges encountered by schools and families during this critical period, specifically on the possible associations with the existing context of family-school relations. Such understanding is expected to inform the direction for the future development of a long-term effective family support system.

With the view to understand the practices adopted by schools and families of different backgrounds, we will include eight purposively selected school cases for an in-depth case study based on school socioeco
Project Start Year: 2021, Principal Investigator(s): LEE, Tsz Lok Trevor 李子樂
 
Investigating Alternative Middle-Class Choice: A Qualitative Study of Homeschooling in Two Chinese Cities
The proposed project aims to provide in-depth accounts of how Chinese homeschooling parents perceive and make sense of their homeschooling choice, with a particular focus on the relation to social class position. This project is set against the backdrop of recent homeschooling developments in Chinese societies, which have received very little academic and policy attention.

Homeschooling in Chinese cities, including Hong Kong, appears to be largely a ‘middle-class phenomenon’ where often only those better-off families can afford to opt out of mainstream schools. As an expression of parental choice, homeschooling in this context epitomizes (i) a conspicuous exception to the prevailing discourses and norms of
parenting in relation to schooling; (ii) an extreme form of parents’ time- and resource-intensive approaches to childrearing; and (iii) an outlier in Chinese society where school education is highly valued, and success at school is commonly regarded as the key to upward social mobility. Given these considerations, the growing and underestimated
phenomenon of Chinese homeschooling parents constitutes a unique analytical leverage for theorizing a relatively unexplored area of middle-class reproduction processes.

While there are other areas of inquiry, such as the outcomes of homeschooled children, which would also be worth exploring, the central focus of this project is clearly on parents’ homeschooling choice. By examining the motivations, beliefs, and sense-making of Chinese parents in the homeschooling choice, this project seeks to bridge a much-
needed gap in understanding alternative beliefs and choices of the middle class in relation to childrearing and schooling. The project is also a rare attempt to provide a comparative perspective on alternative class choice as well as homeschooling in a transnational context.

A case-study research design is used to examine the experiences and viewpoints of homeschooling parents in two different Chinese cities, namel
Project Start Year: 2021, Principal Investigator(s): LEE, Tsz Lok Trevor 李子樂
 
Examining Social Class Difference in Parenting in Hong Kong
The project aims to analyze the patterns of social class difference in parenting practices and values in Hong Kong.
Project Start Year: 2018, Principal Investigator(s): LEE, Tsz Lok Trevor 李子樂
 
Parenting and Shadow Parenting: Dynamics between Parents and Foreign Domestic Helpers in Hong Kong
The project aims to explore the ideologies of parenting and paid childcare work among both the local Chinese parents and their foreign domestic helpers in Hong Kong.
Project Start Year: 2018, Principal Investigator(s): LEE, Tsz Lok Trevor 李子樂
 
Prizes and awards
2017 Emerald Literati Network Awards for Excellence

Date of receipt: 18/5/2017, Conferred by: Emerald Publishing