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Community support programme: Support for Chinese trans* students experiencing genderism
Author(s)
Date Issued
2018
Publisher
Informa UK Limited
Journal
ISSN
1468-1811
1472-0825
Citation
Sex Education, 2018, vol. 18(4), pp. 406-419.
Type
Peer Reviewed Journal Article
Abstract
Previous research on school experiences has often focused on lesbian and gay students. Far fewer studies have examined trans* students’ experiences, especially with respect to community support. And none of this work has addressed relevant issues in an East Asian Chinese cultural context, where transgender equality has been a hotly debated issue in recent years, and prejudice towards members of this ‘invisible’ population still persists. This paper highlights the school experiences of trans* students based on a literature review of international, regional and Hong Kong publications. A case study analysis of one Hong Kong community support programme is used as an example to highlight the important role that this kind of work can play in filling a gap left by the formal education sector. Findings suggest that, given the influence of genderism and deficiencies of in school environments, community support services provided by non-government organisations can play a significant role not only in raising public awareness, but also in filling education and service gaps for sexual and gender minority students.
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