Experiencing double silence: Sexuality education of south Asian minority youth in Hong Kong

Experiencing double silence: Sexuality education of south Asian minority youth in Hong Kong

• Kim, Kwok City University of Hong Kong
• Kwok, Diana K The Education University of Hong Kong

Sex Education, 23(6), 740-755, 2023

Taylor & Francis

2023

• P Social Context of Education
  • PH Minorities & Education, Racial & Ethnic Factors
• P Social Context of Education
  • PI Education of Girls & Women, Gender Roles; Gender; Femininities; Masculinities; Sexualities

Cultural Diversity Cultural Competence Sex Education Ethnic Minority Students Hong Kong Schools

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

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. © 2022 Informa UK Limited.

• English

Journal Articles

• 14681811

• 10.1080/14681811.2022.2134103

https://bibliography.lib.eduhk.hk/en/bibs/fc69dc2f

2024-07-11