Research/Publications

Introduction

This chapter explores identity disputes within the LGBTQ+ community, particularly among transgender individuals. In Hong Kong, the term “Kwaa-Sing-Bit (跨性別)” is used to describe transgender individuals, and heteronormativity and cisnormativity significantly shape how transgender identities are understood. The chapter explores how these dynamics influence the definition of transgender identities within social movements. Many in the Hong Kong transgender community are said to adopt a victim mentality rather than one of empowerment. For example, the term “cisgender transgender” critiques those who identify as cisgender post-transition, as many trans individuals aim to erase their past identities to conform to societal norms. Transgender identity in Hong Kong is often narrowly defined by the pursuit of medical transition, marginalizing individuals who do not desire or pursue such medical procedures. Caution is advised against excluding marginalized identities in the pursuit of normalcy.

Leung, W. Y. J. & Cheung, P.K.E. (2025). Heteronormativity & Cisnormativity within the Trans Community in Hong Kong. In Su, P. R,, Ho, T. Y., Zhang, S. and Nicolazzo, Z. Be(com)ing Trans*: Theory, Methodology, and Ethics of the ‘New’ Trans Studies in Education. New York: Routledge

Abstract
Increasing numbers of international studies were published to understand the sexuality and sex educational needs of young people affected by Autism Spectrum Disorder (ASD), yet very few were found in Asian Chinese societies. To better understand sex education phenomenon for ASD students in Chinese context, we review the sex education published studies, including case studies, empirical studies, and clinical reviews related to Chinese ASD young people in East Asia, from 1980 to 2018, based on multiple database search and social-relational model of disability. Thirteen published articles published in Mainland China, Hong Kong, and Taiwan were found and discussed under the following themes: (1) Misconceptions; (2) Reservations of educators and parents; and (3) Sexuality education is inaccessible. We found that sex education for young people with ASD in Chinese community remains as a taboo and lacks a comprehensive framework in sex education curriculum.

Shiu, V., & Kwok, D. K. (2025). Sexuality Education for Young People Affected by Autism Spectrum Disorders a Review of Literature in China, Hong Kong and Taiwan. Social and Emotional Development for Diverse Learners: The Addition of Asian Perspectives, 117-132.

Abstract

Situated in the “doing intimacy” literature, which examines intimate lives as a set of everyday practices, this chapter investigates the intimate experiences of older (aged 60+) Chinese gay men in Hong Kong based on their life stories collected since 2008. Their stories are illuminated by diverse models of “being single” and “long term couple/committed relationship” with its’ sub-models. Through the narratives in relation to sex, love, and the aging bodies of these older gay men, the findings show intimacy are primarily affected by heteronormative culture intersecting with homonormativity and ageism embedded in a Confucian cultural context. The chapter concludes that there are many ways of doing intimacy among older Chinese gay men, but their same-sex intimate lives have always remained closeted, confined by the notion of heteronormativity, homonormativity, and ageism, thus inhibiting the process of successful ageing both inside and outside the gay community.

Lee, B.M.W. & Kong, T.S.K. (2023). Doing complex intimacy in later life: Case studies of Chinese gay men in Hong Kong, In K. Ghisyawan, D. Harley, S. Shah & P. Simpson (Eds), Later Life Sex and Intimacy in the Majority World (pp. xxx-xxx). Bristol, UK: Policy Press.

Hong Kong is a cosmopolitan international city with a mix of Western and Chinese traditions. Previously a British colony, it is currently under the sovereignty of the People’s Republic of China (PRC) – Hong Kong Special Administrative Region (HKSAR). Over seven million people live in the city. Approximately 92% of Hong Kong residents are ethnic Chinese. Intolerant and prejudiced attitudes against sexually and gender-expansive communities have become a regional and global concern. These attitudes have been researched widely in North American and European cities for over 20 years but have only recently received attention from Hong Kong Chinese society. The impact of the combined influences of Christianity and Confucianism on the manifestation of sexual prejudice and transprejudice toward sexual and gender-minority students is pertinent in this Chinese society, where professional training for educators and inclusive education for sexual- and gender-minority students are almost nonexistent. Sexual- and gender-minority students need support for the expression of sexual orientation and gender identity (SOGI). Unfortunately, there is no guarantee that SOGI minority students will be supported in an educational context of affirmative practice and rights-based sexuality education in Hong Kong where gender recognition acts and antidiscrimination ordinances have not been legislated. Based on this unique social-cultural context, this chapter highlights the prejudices experienced by SOGI minority students in Hong Kong’s educational context, based on a synthesis of curriculum discussion, research studies, and local media publications. Recommendations are made for facilitating an inclusive educational environment for sexual- and gender-minority students.

Kwok, D. K. (2024). Sexual orientation and gender identity and school life in Hong Kong. In M. Kasai, Y. Toda, & S. Russell (Eds.), SOGI minority and school life in Asian contexts: Beyond bullying and conflict toward inter-minority empathy (pp. 101-118). Routledge.

Awareness of culturally diverse young people’s rights and needs to sexuality education has been raised internationally. However, existing literature has generally focused more on how culturally diverse young people navigate western mainstream societies, leaving the Asian context underexamined. This paper explores the experiences and views of South Asian minority youth of sexuality education at home and in school in Hong Kong, informed by rights-based and cultural competence perspectives of sexuality education, and using a qualitative descriptive methodology. The findings identified four themes: (1) the double silence experienced at home and school; (2) marriage within the same religion and caste; (3) gender role expectations to be caring women and protective men, and (4) the need for culturally targeted sexuality education. This paper contributes to scholarship on sexuality education by advancing the knowledge base by means of a case study conducted in Hong Kong, an Asian multicultural context that differs from western multicultural societies. It elucidates the meaning of cultural sensitivity and cultural competence by stressing the negotiability of cultural norms and taboos and identifying the practical implications for conducting sexuality education in a multicultural city like Hong Kong.

Kwok, K., & Kwok, D. K. (2023). Experiencing double silence: Sexuality education of south Asian minority youth in Hong Kong. Sex Education, 23(6), 740-755.

The sexual prejudice faced by sexual minorities or lesbian, gay, bisexual, and questioning/queer (LGBQ) students has been studied extensively around the world in the last two decades; however, it has only recently received attention from Hong Kong Chinese society, specifically in relation to this subtle form of prejudice. In the last decade, there has been an increase in the amount of literature examining the experiences of individuals encountering sexual orientation microaggressions, which are defined as discrimination or sexual prejudices manifested in subtle forms, particularly when directed toward socially marginalized groups, such as sexual minority students. The current study used a qualitative descriptive approach and semi-structured interviews to explore the themes of sexual orientation microaggressions experienced by Chinese sexual minority students. Several contextual themes to categorize microaggressions emerged: (1) the approval of heteronormative culture; (2) the use of heterosexist languages; (3) the assumption of sexual abnormality; and (4) the allowing of institutionally endorsed microaggressions. The results suggest that sexual minority students in Hong Kong experience diverse forms of microaggression in schools. The implications for the need to support LGBQ students are discussed, especially in addressing sexuality education in schools and the training of school professionals.

Kwok, D. K., & Kwok, K. (2022). Chinese sexual minority students experiencing microaggressions: Implications for sexuality education. Children, 9(9).

Awareness of culturally diverse young people’s rights and needs to sexuality education has been raised internationally. However, existing literature has generally focused more on how culturally diverse young people navigate western mainstream societies, leaving the Asian context underexamined. This paper explores the experiences and views of South Asian minority youth of sexuality education at home and in school in Hong Kong, informed by rights-based and cultural competence perspectives of sexuality education, and using a qualitative descriptive methodology. The findings identified four themes: (1) the double silence experienced at home and school; (2) marriage within the same religion and caste; (3) gender role expectations to be caring women and protective men, and (4) the need for culturally targeted sexuality education. This paper contributes to scholarship on sexuality education by advancing the knowledge base by means of a case study conducted in Hong Kong, an Asian multicultural context that differs from western multicultural societies. It elucidates the meaning of cultural sensitivity and cultural competence by stressing the negotiability of cultural norms and taboos and identifying the practical implications for conducting sexuality education in a multicultural city like Hong Kong.

Kwok, K., & Kwok, D. K. (2022). Experiencing double silence: sexuality education of south Asian minority youth in Hong Kong. Sex Education, 1-16.

This chapter presents a qualitative study exploring the lived experiences of four older (over 60 years of age) Chinese gay/ bisexual men living with HIV
and how those experiences manifest in their lives in the Hong Kong context. Stories of the informants are explored during two periods of their lives. The
first period (1950s to 1970s) concerns the time of their emerging sexuality; when most of their peers were engaged in heterosexual relationships, they
attempted to remain unmarried while facing considerable pressure both from their families and society to conform. The second period (1990s to
present day) relates to their diagnosis and living long- term with HIV. Their experiences of being non- heterosexual and living with HIV have been
stigmatised because of cultural values related to their sexuality (for example, Confucian filial piety, familial obligation and loss of face) and shame about
their illness.

Lee, B.M.W. (2022). Growing old with stigma: A case study of four older Chinese gay/bisexual men living with HIV in Hong Kong. In K. Ghisyawan, D. Harley, S. Shah & P. Simpson (Eds), Later Life Sex and Intimacy in the Majority World (pp. 114-135). Bristol, UK: Policy Press. · Dec 31, 2022