Cultural competence of Chinese teachers to work with Tongzhi students

Cultural competence of Chinese teachers to work with Tongzhi students

Cultural competence of Chinese teachers working with Tongzhi students

• Kwok, Kan Diana The Education University of Hong Kong

The 2017 Singapore Conference on Applied Psychology (SCAP 2017 (2017: Holiday Inn Singapore Atrium, Singapore)

• A Human Growth & Development
  • AE Socioeconomic & Cultural Differences, Class & Family Background
• P Social Context of Education
  • PB Comparative Education

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Background: Based on the concept of sexual prejudice and cultural competent model for training professionals, this study explored teachers' perspectives on their needs for sexual diversity training for Chinese Tongzhi students (Lesbian, gay, bisexual, transgender, questioning, queer, inter-sex, and asexual-LGBTQQIA) in Hong Kong.Methodology: The study adopted phenomenological approach, from the qualitative constructivist paradigm. Semi-structure qualitative interviews were carried out with 25 sexual minority informants on their suggested themes on professional training for teachers, to enhance their cultural competence, including the sexual diversity competence. Data analysis was carried out through NVivo, and followed the procedures spelt out in the qualitative research literature. Inter-rater reliability was calculated. Trustworthiness of the study was addressed through various strategies.Results: Preliminary themes emerged from transcript content analysis: 1) “Our experience of encountering teachers - without awareness and cultural competence”. informants suggested ways of sensitive training for teachers, through diverse and creative strategies; 2) “Our contacts with teachers revealed their narrow perspective on sexuality and sexual diversity”- informants suggested a holistic and comprehensive sexual diversity education for teachers, including contemporary studies on sexual and gender diversity, sexual prejudice, minority stress, with related research studies. Barriers in Hong Kong social cultural context to access sexual diversity knowledge. 3) “They should speak our language” - informants suggested engagement skills with affirmative and culturally sensitive lens; 4) “The training should be mandated and engaging” - informants suggested using diverse strategies to engage teachers to understand their community culture.Implications for culturally competent training for teachers to address the needs of Tongzhi students were discussed. Copyright © 2017 SCAP.

Paper presented at the 2017 Singapore Conference on Applied Psychology (SCAP 2017), Holiday Inn Singapore Atrium, Singapore.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/0cf23db1

2019-02-12