School experience of Chinese sexual minority students in Hong Kong

ABSTRACT

Heterosexism faced by sexual minority (lesbian, gay, bisexual, and queer/questioning [LGBQ]) students has been extensively studied internationally in the past 2 decades but has only recently received attention from Hong Kong Chinese society. Chinese LGBQ students are not guaranteed to be included in Hong Kong schools, where antidiscrimination ordinance that is based on sexual orientation has not been enacted. Inclusive policies and sexual diversity teacher training to enable schools and teachers to support LGBQ students are nonexistent. The qualitative inquiry was part of a larger research project exploring experiences of LGBQ students in secondary schools and universities in Hong Kong. This article explored the lived experiences of 23 Chinese LGBQ students (ages 15–19) attending Hong Kong secondary schools through in-depth phenomenological interviews. Qualitative data analyses using software package NVivo for data coding revealed the following themes: (a) heterosexism in Hong Kong—alignment of Western Christianity and Chinese Confucianism; (b) forms of heterosexism—psychological and cultural heterosexism; and (c) effects of heterosexism—feeling distressed versus feeling resilient. Recommendations were made about professional practice/training, antidiscrimination educational policy, and future research with reference to Hong Kong Chinese sociocultural context.

KEYWORDS:

• Chinese school
• heterosexism
• LGBQ students

Note

Notes on contributor

Diana K. Kwok, EdD, MSW, RSW, is an Assistant Professor of the Department of Special Education and Counselling, The Education University of Hong Kong. She renders sexuality education and sexual diversity training to pre-service and in-service teachers and social workers. She also conducts research studies on sexual prejudice experienced by LGBTQQIA and transgender people, especially in education and social service settings. She is a member of the Disciplinary Committee of the Hong Kong Social Workers' Registration Board and of the Professional Training Committee of the Hong Kong Social Workers' Association.

Notes

1. “LGBQ informants” refers to people who have same-sex attraction/behaviors and/or self-identify as LGBQ. Although lesbian/gay/bisexual youth (LGB) and gender-variant/transgender youth (T) face social discrimination because they transgress gender norms, the author understands that the challenges faced by transgender students are unique and different from those faced by LGBQ students, and therefore require specific attention (e.g., the process of gender transition and special medical care services). The reason, therefore, that this study refers to the LGBQ community is to avoid the assumption that LGBQ students and transgender students face the same issues. Further studies with transgender students will be carried out accordingly.