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.

Although young people want to know more about sexuality, they do not feel they have received what they need to learn. In Chinese societies, scant research has solicited direct input from the youth to obtain their views on sexuality education (SE) deliverables. We found research gaps in the lack of Chinese preteens' input regarding SE timing, knowledge perception, learning readiness, and preteens' reasons for obtaining information about sexual health. In Hong Kong, a not-for-profit agency collected data from Chinese preadolescents who expressed opinions through a general survey. This agency surveyed students from 24 primary schools and provided anonymous secondary data for this team to analyze further. Among 4569 fifth- and sixth-grade students (average 11 years old), girls were more likely than boys to seek sex-related information from teachers, library books, and mothers. In contrast, boys were more likely than girls to obtain information from friends, pornographic comics, and the internet. Logistic regression analysis indicated that gender, age, instructional sources, openness to sexual health knowledge, and perceived and actual levels of knowledge predicted preteens' desire to receive SE earlier in grade school. Girls and older students were significantly more likely to report their preference to receive SE in an earlier grade. We recommend that preteens and their parents be encouraged to collaborate with teachers to participate in school-based SE programming. Copyright © 2023 Springer Nature.

Among science subjects, gender disparities are most evident in information and communication technology (ICT). Researchers have suggested that science identification plays a key role in motivating young females to pursue the study and work of science. However, few studies have comprehensively examined the constituting components of ICT identity and its influencing factors from a person-centered perspective. By adopting an explanatory mixed methods design, this study uncovers ICT identity profiles using nine components derived from the literature and examines their influence on the intention to further study and work in the ICT field among female high school students. The sample included 821 female high school students from 13 schools in Hong Kong who completed a self-report questionnaire. Twenty of them were invited for a follow-up semi-structured interview. The result of the latent profile analysis reveals five ICT identity profiles based on differences in the levels of the nine components. Both quantitative and qualitative data analyses indicate that the higher the level of ICT identity is, the more likely female students are to choose to study and work in ICT. Furthermore, adolescent females with low levels of gender stereotypic beliefs and high degrees of parental and peer support are more likely to belong to the highest level of the ICT identity profile, namely, the ICT person profile. In particular, female high school students with the ICT person profile report even stronger intentions to study ICT when they are clear about career prospects, whereas those with the average ICT identity profile display stronger intentions to work in the ICT industry when they have high expectations of career success. The practical implications for ICT education are discussed. Copyright © 2023 Elsevier.

Situated in Hong Kong's considerably limited discourse on sexuality, this paper aims to examine how introducing the topic of masturbation into our college's gender-and sexuality-related course created pedagogical conundrums (in the words of Kathleen Quinlivan). We discuss how attempts to confront these conundrums enabled us to begin the journey of understanding and breakthe silence about having sexual desire discussed in the classroom and written assignments. Drawing on our earlier classroom discussion of sexual topics, which resulted in moments of silence, and the written assignments of 10 students on the topic of masturbation, this paper borrows Quinlivan's discussion of the possibilities in 'uncomfortable analytic reflexivity' to explore how education can be a highly contested space carved out by students to express, both 'silently' and 'openly', their perceptions of masturbation. Classrooms can be flipped to discover the cracks that allow the journey towards breaking the silence to begin and to provide space for students to discuss sexual desires and pleasures that were previously deemed negative and unspeakable in their previous classroom experience. Remembering and reflecting on such silence can allow it to be reconceptualised as illuminating and meaningful. Copyright © 2022 Routledge.

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. Copyright © 2022 by the authors.

Background and aims: The COVID-19 pandemic poses a grim challenge to adolescents' daily life, including schooling and learning, which has great impacts on their mental and behavioral health. This study aimed to test the roles of stress related to schooling and online learning during COVID-19 (COVID-19 stress) in depression and Internet gaming disorder (IGD) among adolescents and the potential mediators of social support, academic stress, and maladaptive emotion regulation based on the framework of Conservation of Resources theory. Sex differences in these associations were further examined. Methods: A school-based survey was conducted among Chinese adolescents in 13 secondary schools in Hong Kong (n = 3,136) from September to November 2020 (48.1% males; mean age = 13.6 years old) using stratified random sampling. Results: The prevalence of probable depression and IGD was 60% and 15%, respectively. Results of structural equation modeling indicated that the proposed model fit the data well (Χ²/df = 7.77, CFI = 0.92, IFI = 0.92, RMSEA = 0.05). COVID-19 stress was positively and indirectly associated with both depression and IGD through social support, academic stress, and maladaptive emotion regulation. Multi-group analyses identified that the associations between COVID-19 stress and academic stress, between academic stress and depression, and between social support and depression were stronger among females compared to males. Discussion and conclusions: Findings highlight the roles of academic stress, poor social support, maladaptive emotion regulation, and sex to understand how disruption and stress caused by COVID-19 increases adolescent depression and IGD. Psychosocial interventions based on these factors are highly warranted. Copyright © 2021 Akademiai Kiado.

Background: Hong Kong lacks comprehensive school-based sexuality education. Recent public health concerns have brought the inadequacies of sex education in Hong Kong to the forefront. The aim of the proposed study is to develop and evaluate the effectiveness of a comprehensive school-based sexuality education program in Hong Kong.Methods: The proposed study is a prospective longitudinal study implemented in six secondary schools in Hong Kong over two academic years. The study adopts an ecological approach providing informational workshops for students, teachers and school management, social workers and guidance counsellors and parents. Study outcomes will be evaluated through pre- and post-tests.Results: Key outcomes of interest among students include sexual health knowledge, awareness of values motivating healthy sexual decisions, understanding and efficacy of sexual communication and intention to use contraception. Among school employees and parents key outcomes include self-efficacy to engage in sexual health discussions with students/children, sexual health knowledge and awareness of Hong Kong community sexual health resources.Conclusions: The proposed study will result in the development of a tested school-based culturally relevant comprehensive sexual health education program. Ultimately, this program aims to not only empower adolescents and their trusted adults in building a supportive environment for sexual health promotion but also construct a learning network to generate longitudinal evidence for the effectiveness of comprehensive sexuality education in improving sexual health outcomes. The program has the potential for expansion through widespread adoption in Hong Kong schools to benefit more adolescents and reduce the medical and societal burdens related to crisis pregnancy, sexually transmitted infections and sexual abuse. Copyright © 2021 BioMed Central.

Prior publications on sexuality education experiences have often focused on cisgender students. Few have studied transgender students’ experiences, particularly in East Asia, and none have addressed these issues in the Hong Kong Chinese context, where transgender human rights are a hotly debated issue, and injustice towards trans youth persists. Using the concepts of transprejudice and rights-based sexuality education, this paper identifies the non-inclusive and inclusive sexuality education experiences of Chinese transgender students as reported in data from qualitative interviews with eight trans students aged 16–20 years from secondary schools and a community college. We identified the following themes: 1) Left Out – being omitted and silenced; 2) Terrified and Distressed – being misgendered and misinformed; 3) Outraged – being pathologised and bullied; 4) Empowered: connecting trans-Inclusive and rights-based education; 5) Affirmed and Supported – engaging in trans-inclusive dialogue. The paper argues that rights-based gender diversity content needs to be included in the sexuality education curriculum to reduce transgender students’ feelings of marginalisation. It also speaks to the need for advocacy for non-prejudiced and inclusive sexuality education in Hong Kong. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.