Parental choice of schooling, learning processes and inter-ethnic friendship patterns: The case of Malay students in Chinese primary schools in Malaysia

This study surveys 200 Malay students enrolled in three Chinese primary schools in relation to three issues, i.e., parental choice of schooling, learning processes and inter-ethnic friendship patterns. The three issues are explored through a combination of quantitative and qualitative research methodologies. Parental expectations for their children's learning and academic outcomes emerge as the dominant factor influencing Malay enrollment in Chinese primary schools. Unfortunately, the Malay students are unable to meet these high expectations due to learning difficulties that stem from the lack of proficiency in the Chinese-medium of instruction, despite intervening measures by the school authorities. Their learning difficulties are also compounded by the lack of parental inputs as well as the limited use of code-switching by teachers. Meanwhile, the fostering of inter-ethnic friendships is impeded by ethnic differences, the rise of Islamic awareness and the increased numerical size of Malay students. However, there is a willingness among the Malay students to interact with the Chinese students through task-related activities, indicating that the fostering of inter-ethnic friendships needs to be guided by a convergence of interests.

► Achieving better learning and academic outcomes is the dominant factor influencing Malay enrollment in Chinese primary schools.
► Malay students face learning difficulties due to their poor proficiency in the Chinese-medium of instruction.
► Their learning difficulties are compounded by the lack of parental inputs and the limited use of code-switching by teachers.
► Friendship patterns between the Malay and Chinese students are largely mono-ethnic.
► Inter-ethnic friendships are possible if efforts are geared toward the convergence of interests in task-related activities.