Students attending universities or colleges come from diverse groups, including racial, ethnic, ability status, sexual orientation, gender and intersex identities. Institutions of higher education may encounter challenges in acknowledging the needs of diverse groups of students. Particularly, these institutions could possibility have difficulties in understanding transgender students’ needs. In the education literature, transgender students often face intolerant/negative attitudes, prejudice and discrimination against them in society (Beemyn, 2016; Wernick et al., 2014). Transgender or, to use a more inclusive term, ‘trans’ students in this chapter are defined as those students who ‘do not identify with or normatively enact the gender assigned to them at birth’ (Wernick et al., 2014, p. 927). Scholars in the field of trans prejudice often adopt the concept of genderism to conceptualize prejudice, discriminatory and intolerant attitudes against trans people. For instance, Hill and Willoughby (2005) perceived genderism as ‘an ideology that reinforces the negative evaluation of gender non-conformity or an incongruence between sex and gender’ (p. 534). Copyright © 2021 selection and editorial matter, Neil Harrison and Graeme Atherton; individual chapters, the contributors.

Gender stereotyping has long been an issue for gender and language research from as early as the 1970s, and analyses on gender representation in English language textbooks have been frequently conducted. However, gender representation in assessment papers, another commonly occurring genre in education, remains unexplored in Hong Kong research. Therefore, this paper was aimed to explore how males and females are represented in Territory-wide System Assessment (TSA), a territory-level assessment administered in Hong Kong, to find out if gender stereotyping is still an issue. The data of the current study include the recent 10 years of TSA Primary 3 English Language Reading & Writing papers. A total of 33 sets of TSA Primary 3 English Language Reading & Writing papers was analysed by using content and linguistic analyses for their written texts and visual analysis for visual elements. The key findings include: males and females are represented similarly in the written texts and in the visuals, and females are portrayed as involving in occupational roles more frequently than males in both the written texts and visuals. However, it is always females who were drawn to be focused on family matters, and the marital status of a female is still distinguished by the use of either Miss or Mrs. Suggestions for test paper designers and examination authorities are given and implications for future research studies are drawn at the end of this paper. Copyright ©Springer New York LLC.

This paper demonstrates how the Content and Language Integrated Learning (CLIL) approach can be useful for developing a critical sexual literacy curriculum that combines gender and sexuality education and critical language teaching. The findings from an action research study conducted with 20 tertiary students in a voluntary English class in Hong Kong show how a heightened awareness of conflicting discourses could be stimulated by the heteroglossic nature of the classroom input that included media texts, face-to-face interaction with queer individuals and in-class Boal's Image and Forum Theatres. The learners also experienced mixed emotions toward LGBTI people and reported language gain from the curriculum. A lot more would have to be done in critical sexual literacy research and practice to foster critical awareness of gender and sexuality and to challenge homo- and transphobic ideologies in everyday discourses. 摘要: 本論文探討如何應用「內容和語言整合性學習」(Content and Language Integrated Learning, 縮寫CLIL)模式, 發展一套結合性/別教育與語言學習的批判性性/別識讀課程。參與此課堂行動研究的大專學生有二十位, 課程不但使用了多媒體材料, 也包括與性小眾朋友在課堂上的互動, 和參與波瓦式的形象和論壇劇場。研究結果顯示, 這些課堂材料與活動的語言雜多性, 會令學生對性別討論中的矛盾現象加深了認識, 對LGBTI人士產生複雜的情緒, 並在語言知識上有所增長。在未來, 批判性的性別教育在研究和課堂實踐方面, 我們需要進一步了解如何培養學生對性/別議題進行批判思考, 以及在日常話語現象中挑戰恐同、恐跨的意識形態現象。Copyright ©National Taiwan Normal University. Department of English.

This paper examines the gender components in the Hong Kong New Senior Secondary Liberal Studies (NSSLS) and evaluates whether the various discursive construction of gender converge to education of gender equity. Using Reisigl and Wodak (2009)'s discourse-historical approach to critical discourse analysis, the study analyzes the gender discourses in the Liberal Studies Curriculum and Assessment Guide (secondary 4-6) (2007). It is found that inconsistent and contradictory conceptions of gender are existent in the curriculum document. I therefore call upon policy makers to warn against the nuanced ways in which gender inequality can be implicitly embedded in curriculum documents. The study is the first empirical study that examines gender politics in secondary general education in Hong Kong. Copyright © 2016 American Educational Research Association.

In line with Cameron (2005)’s notion of postmodern feminism, the paper explores the ways in which senior secondary boys and girls and teachers construct and position gender through actions, texts, talk and gestures in Hong Kong Senior Secondary Liberal Studies, a core school subject aiming to develop students' analytic capacity on social issues including gender. The paper draws upon discourse analysis to show that when everyday classroom practices are viewed in relation to multiple fields of actions, i.e. the societal, the institutional, and in the micro dynamics of classroom interaction, gender comes into view in a variety of ways. The study was guided by the following research question:What gendered discourses are co-constructed, negotiated or/and resisted by the Liberal Studies curriculum, school teachers and students?To this end, school ethnography was conducted in the Liberal Studies subject in two Hong Kong schools for two years. The study had three stages and triangulated data from official curriculum documents, semi-structured interviews, classroom observation, and students' writing assignments.In the first stage, interviews were conducted with teachers and students and student writing was collected in both schools. In the second stage, gender education lessons in Liberal Studies were video-taped in both schools. In the third stage, interview data and writing samples were collected from the same research participants. It is found that mainstream prototypes of femininity and masculinity are still perpetuated in the Liberal Studies classrooms, such as gender duality and traditional gender norms, which appears to defeat the subject's purpose to encourage diversity of gender subject positions and critical reflection on traditional gender values. The paper highlights how classroom language and literary events may subtly reproduce gender inequality in schooling contexts and suggests how teachers can create heteroglossic discursive space to nurture gender equity among

Research Findings: This study surveyed 216 pre-service early childhood teachers in Hong Kong to examine their levels of confidence in teaching different topics of sexuality. It also sought to explore the relationships of their different perceptions about sexuality education to their behavioural intentions towards children’s curiosity. Results showed that the participants reported the highest level of confidence in teaching about self-protection and the lowest level of confidence in teaching about body parts of the two sexes and origin of life. Surprisingly, there was no significant relationship between overall confidence and behavioural intentions. Perceived benefits of sexuality education and embarrassment of talking about sexuality were associated with the avoidance intention, but only the former was associated with the approach intention.Practice or Policy: Our findings suggest that teacher educators should seek ways to help pre-service teachers realise the benefits of sexuality education and reduce their discomfort of talking openly about sexuality. Copyright © 2020 International Review of Finance Ltd.

學校是青少年性教育的主陣地,學校性教育的實施有利於青少年的健康成長。本研究結合相關文獻資料深入剖析了內地與香港的學校性教育開展狀況及特點,從學校性教育的地位、政策支持以及實施性教育的目標、內容、所使用的教材、師資隊伍、教育形式等方面比較了兩地的學校性教育情況,並探尋了兩地學校性教育的優點和不足,提出了優化內地學校性教育的策略。

This paper discusses whether practitioners' gender subjectivities influence pedagogies and practices in early years education and care (EYEC) settings and whether an increase of men's participation can improve gender diversity in EYEC. It draws on poststructuralist theories, understanding gender as the product/outcome of the social formation of subjects and the process of subjectification. This is illustrated through accounts for how individual practitioners from Scotland, Hong Kong, and Mainland China discursively construct their gender subjectivities, in accordance with the respective cultural discourses that shape work with young children in EYEC in the three contexts. Thirty-four practitioners from 17 EYEC settings (1 male and 1 female practitioner from each setting) in the cities of Edinburgh, Hong Kong, and Tianjin were interviewed. The study finds that participant practitioners' constructions of gender subjectivities vary within and across contexts, and gender-binary discourses are to different extents prevalent in all three contexts. This paper argues for a cross-cultural approach to gender-sensitive teacher training, to interrogate popular discourses that advocate for men to fulfil complementary roles in EYEC to women and to challenge gender binary thinking that persists in EYEC and beyond.
[Copyright of Early Years is the property of Routledge.]

The purpose of this research was to explore gender differences and cultural differences in school motivation among students from eight culturally diverse groups from Western and non-Western societies. The selected groups come from Hong Kong, the Philippines, Singapore, Australia, the Netherlands, and Qatar. More than 10,000 secondary school students reported their mastery, performance, social, and extrinsic motivation. Results showed (very) small to moderately large gender differences, which were largely in line with prior research in Western societies. Moreover, significant differences in school motivation across the eight cultural groups were found, however, only the Qatari sample strongly deviated from the other samples. In all cultural groups, females had slightly higher scores on mastery motivation and social motivation (except for Qatari students), and in several Western and non-Western samples, males had slightly higher scores on performance motivation. Gender differences in extrinsic motivation were less straightforward.
[Copyright of Research Papers in Education is the property of Routledge.]