equal-rights

Introduction Sexuality education is defined as “a life long process of acquiring information and forming attitudes, beliefs and values about identity, relationships and intimacy”. It also addresses the “biological, socio-cultural, psychological and spiritual dimensions of sexuality” (Braeken & Cardinal, 2008, p. 50). Past studies have demonstrated that current sexuality education has almost invariably focused on the heterosexual perspective, using moral and/or health models, which mostly exclude or marginalize LGBQ sexualities. Historically, sexuality education has been perceived as strategies to prevent the early onset of sexual intercourse and sexually transmitted disease among students (Braeken & Cardinal, 2008; Gowen & Winges-Yanez, 2014). However, LGBQ students are less likely to receive sexuality education relevant to their developmental needs than their heterosexual counterparts (Centers for Disease Control and Prevention, 2011). For example, some sexuality education strategies derived mostly from a moral perspective, such as abstinence-only programs, exclude LGBQ students and potentially harm them with the their narrow definitions of sexual health and healthy sexuality (Elia & Eliason, 2010; Fine & McClelland, 2006). As stated by the United Nations, sexuality education is a basic human right for everyone (Muñoz, 2010). A rights-based approach to sexuality education for students refers to the rights of young people to receive scientific and evidence-based sexuality information, as well as to enjoy and express their sexuality according to their developmental needs (Boonstra, 2016). This chapter considers the unique position that rights-based sexuality education requires that such education be LGBQ inclusive.

Introduction Presently, we are in the midst of an emergent transgender movement in Hong Kong. While there may have been some sporadic, hidden networks of transgender individuals before the turn of this century, there were no formal transgender groups or communities in Hong Kong, let alone a transgender movement 全文：Cheung, P.K.E. (2012). Transgenders in Hong Kong: From shame to pride. In H. Chiang (Ed.), Transgender China: Histories and Cultures (pp75-85). New York: Palgrave Macmillan.  

Abstract Hill and Willoughby’s ( 2005) Genderism and Transphobia Scale (GTS), originally developed in Canada, was examined with a Hong Kong sample. Undergraduate students, 82 female and 121 male (total n=203), completed a Chinese version of the instrument. Overall scores and factor structure of the Hong Kong sample were compared with Hill and Willoughby’s Canadian data. Gender differences in transphobia were investigated, both in terms of the participants’ gender as well as the gender of the gender variant persons to whom GTS items referred. Transphobia was higher in Hong Kong than in Canada. The factor structure for Hong Kong differed from Canada. Five factors were identified (with a gender effect on Factors II and V). They were: I, Anti Sissy Prejudice; II, Anti Trans Violence; III, Trans Unnaturalness; IV, Trans Immorality; and V, Background Genderism. Hong Kong men were more transphobic than women. Winter, S., Webster, B., & Cheung, P. K. E. (2008). Measuring Hong Kong undergraduate students’ attitudes towards transpeople. Sex Roles, 59(9), 670-683.

Abstract Through a grounded theory approach, the present paper examines the lived experience of transsexuals and other Gender-Variant people (such as Cross-dressers and TBs – a local expression for Tomboys) in Hong Kong. The aim of this study is to gain a deeper understanding of the process of the informants’ gender identity formation and transformation within the cultural context of Hong Kong, and how they manage their gender dysphoria and body image issues. By comparing the similarities and differences between the lived experience of transsexuals and other Gender-Variant people, this study aspires to build a model of gender identity spectrum that can help explain gender diversity. 全文：Cheung, P. K. E. (2006). Transsexuals and other Gender-Variant People in Hong Kong: An Exploration of the Spectrum of their Gender Identity Formation and Transformation. In UK Postgraduate Conference in Gender Studies, June (pp. 21-22).