The perpetuation of gender normativity through contemporary Chinese schooling

Gays, Cross-Dressers, and Emos

This paper describes the recent development of identity and community among gay men in China. It focuses both on the ways emerging forms of gay identity relate to larger ideological and discursive shifts within society, and on the ways these new forms of identity and community affect situated social interaction among gay men themselves. In particular, it addresses the question of how these emerging forms of gay identity and gay community affect the ways gay men in China understand the threat of HIV and make concrete decisions about sexual risk and safety. Among the chief tactics used by gay men in China to forge identity and community involves appropriating and adapting elements from dominant discourses of the Party-State and the mass media. This strategy has opened up spaces within which gay men can claim “cultural citizenship” in a society in which they have been heretofore marginalized. At the same time, this strategy also implicated in the formation of attitudes and social practices that potentially increase the vunerability of Chinese gay men to HIV infection.

Gender role attitudes refer to attitudes toward the appropriate roles, rights, and responsibilities of men and women in society. Evidence indicates that individuals with traditional gender role attitudes tend to prefer mates with sex-typical opposite-sex characteristics in heterosexual men and women. This study examined whether gender role attitudes were associated with vocal masculinity preference in gay men in China. Five hundred and sixty-seven participants aged between 16 and 49 years completed the vocal masculinity preference (voice pitch and vocal tract length; VTLs) and gender role attitudes scale. The results indicated that gay men generally preferred masculine voices (lower voice pitch and longer VTLs) and gender role attitudes were positively correlated with preferences for masculine cues in the voices of men. While individuals indicating an affinity with traditional gender roles exhibited stronger preferences for feminine voices, which were inconsistent with the present hypotheses. The results help us understand the role of traditional gender beliefs in the mate preferences of gay men in China. Furthermore, based on the results, understanding one's gender-role attitudes can help cultivate more diversified criteria for mate selection and facilitate gay men in better choosing suitable mates. Future longitudinal studies should examine the relationship between gender role attitudes and masculine preference changes over time. Whether this relationship differs in the different sexual roles of gay men should also be explored.

Relationships between disgust sensitivity and trait preferences in gay men in China

Sexuality- and gender-diverse (SGD) young people experience substantial health disparities relative to cisgender heterosexual peers. Little is known about SGD adolescents younger than 15 years. To describe SGD prevalence and associated factors in a population-representative cohort of younger adolescents in Australia. This prospective cohort study was part of the Future Proofing Study, with enrollment of year 8 students at 134 Australian secondary schools from 2019 to 2021 and annual follow-ups for 5 years. Data were analyzed from June 20, 2023, to June 6, 2024. Outcomes of interest were baseline self-reported gender and sexuality identities, individual characteristics, and mental health and disability diagnoses, as well as school characteristics. Among 6388 participants, median (IQR) age was 13.9 (13.6-15.8), with a range of 10.7 to 17.5 years. Most participants attended school in a major city (76.0%), were born in Australia (91.4%), and spoke English at home (93.7%). Approximately half (3122 participants; 48.9% [95% CI, 45.2%-59.0%]) identified as female or girls, and 46.5% (2973 participants; 95% CI, 39.8%-53.4%) identified as male or boys. The overall proportion of transgender identity was 3.3% (95% CI, 2.7%-3.9%), with 23 participants (0.4%) identifying as transgender boys, 10 participants (0.2%) identifying as transgender girls, 117 participants (1.8%) identifying as transgender nonbinary, and 59 participants (0.9%) identifying as another transgender identity. The overall proportion of sexuality diversity was 12.0% (95% CI, 10.4%-13.8%). The proportion of cisgender participants who were sexuality-diverse (13.0% [95% CI, 11.4%-14.8%] of girls and 4.7% [95% CI, 3.7%-5.9%] of boys) was lower than the proportion among gender-diverse participants, which ranged from 30.0% (95% CI, 9.3%-64.1%) of transgender girls to 91.5% (95% CI, 81.3%-96.4%) of those with another diverse gender identity. Gender diversity and sexuality diversity were strongly associated (odds ratio [OR], 66.24; 95% CI, 38.23-114.80), and both were negatively associated with age (gender diversity: OR per 1-year older, 0.61; 95% CI, 0.49-0.76; sexuality diversity: OR per 1-year older, 0.78; 95% CI, 0.65-0.93) and positively with mental health diagnosis (gender diversity: OR, 2.41; 95% CI, 1.79-3.24; sexuality diversity: OR, 2.50; 95% CI, 2.10-2.98), and disability diagnosis (gender diversity: OR, 2.39; 95% CI, 1.68-3.40; sexuality diversity: OR, 1.96; 95% CI, 1.64-2.36). While there were significant associations between individual and school characteristics and responses to gender and sexuality identity items, patterns of association differed, with no consistent association with economic disadvantage. This cohort study of young adolescents found higher rates of SGD than among samples of older adolescents. The significant associations with younger age, poorer mental health, and disability underscored the urgent need for inclusive programs to promote a safe and welcoming environment in schools, health care settings, and communities.

This chapter introduces the reader to the many issues schools are facing that relate to gender and sexual diversity. This chapter presents a brief overview of some of the main topics including bullying and harassment, diversity and equity, sexual and emotional health, positive school climates, and academic success. It also presents some related educational theories and situates how the theoretical foundations of each argue for inclusive discussions of gender and sexual diversity. The following educational philosophies are introduced: democratic, critical pedagogy, multicultural, social justice, feminist, anti-oppressive, and queer. Finally, the chapter gives examples from the curriculum, extracurricular activities, and school design to show how sexual and gender diversity are already present in schools, but generally not addressed in positive or inclusive ways.

Relationships between pathogen disgust sensitivity and preference for male facial masculinity in gay men in China

Global HIV/AIDS responses have been increasingly biomedically dominated over the past years. In line with this shifting paradigm, China has prioritized mass HIV testing as a practical approach to controlling its HIV/AIDS epidemics among at-risk populations, especially gay men and other men who have sex with men (MSM). This study analyzed why China’s mass HIV testing mainly targeted gay men by understanding the perspectives of public health professionals, community-based organization (CBO) workers, and gay men. In addition, this study revealed the tensions and unintended consequences of HIV/AIDS prevention and the representation of gay men in China. The study involved fieldwork conducted in a major city in Eastern China from 2015 to 2019. Semi-structured interviews were held with participants from the three abovementioned groups (N = 25). The study identified four processes concerning why gay men are mainly targeted for HIV testing. Some public health professionals believe that being a gay man is equivalent to having HIV/AIDS risks. In addition, this study particularly noted tensions between public health professionals and gay men, including gay men–identified CBO workers, over whether mass HIV testing should target gay men or anyone who engaged in sexual risk behaviors. This study argued that a particular focus on gay men due to pursuing biomedical advances in HIV/AIDS prevention seems to have unintendedly stereotyped gay men based on the presumptions that they are at risk of developing HIV/AIDS. In addition, this study corresponded to the broader social scientific discussion concerning whether HIV/AIDS intervention should target specific sexual risk practices or sexual identity/population.

Although social acceptance of gender and sexuality diversity is growing in Australian society, in schools, visibility and inclusion of knowledge pertaining to those who are gender- and/or sexuality-diverse, such as lesbians, gay men and transgender people, remain marginalised. This may be due, in part, to a belief that parents are opposed to such content inclusions in their children’s education; yet, virtually no Australian research supports this belief nor have parental perspectives on gender and sexuality diversity inclusion been specifically examined. This paper draws on a broader research study that examined New South Wales parents’ perceptions about the visibility of gender and sexuality diversity and the inclusion or exclusion of related content in school curriculum. It focuses on one particular focus group comprised of only mothers who lived in a specific enclave of Sydney known for its gender and sexuality diversity. The discussion highlights their awareness of gender and sexuality diversity and the dynamics surrounding it; and their perceptions of local school approaches to, and limitations around, gender and sexuality diversity in school curricula, policy and practices, despite potential support for it.

Queering the Co-CurricularA Review of Progress at the First Degree Granting HBCU Melina McConatha (bio), Denise Brown (bio), Lenetta Lee (bio), and Nafeesa Muhammad (bio) Extensive opportunities for growth and learning exist beyond classroom walls. In higher education, one may argue that some of the most important lessons fall outside of the traditional curriculum. While complimentary to the curriculum, co-curricular research and programming provides key emotional, social, and physical learning opportunities for students, often shaping the campus climate. In practice, co-curricular activities highlight intrapersonal development and provide a holistic and inclusive approach to learning (Beltman & Schaeben, 2012; Elias & Drea, 2013; Foubert & Grainger, 2006; Kuh, 2001). Co-curricular work also provides a unique opportunity to support gender and sexual diversity and inclusion on college campuses. Our contribution to this collection seeks to share a brief report of our efforts exploring the possibility of "queering" the co-curricular and developing an assessment tool to evaluate gender and sexuality norms that may be pervasive and limiting at our HBCU. To become more supportive for our LGTBQAI students, this coalition of faculty, administration and students examine how these norms and hierarchies shape co-curricular activities and, as a result, the larger campus culture. We began this process with a historical analysis of gender, sexuality, and Queer scholarship at HBCUs. HBCUs are uniquely positioned to study and support LGTBQAI students of color (Williams, 2013). The modern Civil Rights Movement, which theoretically ended the Jim Crow Era, marked the path for including gender and sexuality studies in higher education (Elfman, 2015). Forty years ago, Spelman College established the Women's Research and Resource Center (WRRC). Created for Black women, by Black women, [End Page 105] the Center became the first of its kind to be housed at an HBCU. Similar institutions such as Bennett College and Morgan State University followed suit and began offering women and gender studies programs. Similar to Spelman's WRRC, women studies programs at these HBCUs provided visibility to the complexities of gender and sexuality for the Black campus community. The interdisciplinary nature of these programs opened the door for thinking about gender and sexuality in historically Black educational spaces in nuanced ways (e.g., relational navigation; identity exploration; colorism; gender expression; etc.). Today, these programs continue to provide queer students on campus support in navigating historically rigid constructs of gender and sexuality in collegiate environments. Recently Spelman College announced that it was establishing an endowed chair in Queer Studies named for Audre Lorde (2019). This opportunity was developed in her honor to provide a space for scholars to work outside of racist, sexist, homophobic, and transphobic discourses. The WRRC launched the Audre Lorde Project with the goal of exposing LGBTQAI issues within and beyond the classroom (Guy-Sheftall, 2012). As other HBCUs strive to create similar inclusive queer campus activities and resources, an examination of how campus activities can work to deconstruct traditional gender and sexuality hierarchies is essential moving forward. With its own unique story, while also positioning education as a path towards inclusivity and freedom, Ashmun Institution was initially founded to educate Black men of African descent. Renamed Lincoln University (1866), the first degree-granting Historically Black University has a history of social justice work dating back to 1854 before the American Civil War. Lincoln University has served as a welcoming and affirming institution for many LGTBQAI Black graduates. However, our contemporary story has yet to develop an assessment plan for gender and sexuality diversity and inclusion in our campus community. As Audre Lorde (1986) shares, "it is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences." Cocurricular programming provides a space beyond the classroom to support these differences and cultivate a culture of kinship and belonging for LGTBQAI folks and, in turn, the larger campus community. Suskie (2014) identified five essential dimensions of co-curricular programming in higher education that we have incorporated in an assessment model to "queer" [End Page 106] our work. These tenants include: (1) focus, (2) relevance, (3) community, (4) evidence, and (5) betterment. In this coalition we identified our focus (1) to be "queering" the co-curricular. Queering was defined...

BackgroundDespite greater acceptance of sexual and gender diversity and the scientific consensus that same-gender attraction, creative gender expression, and transness are not mental illnesses, LGBTQI2+ persons are still commonly told that they can or should change their sexual orientation, gender identity, or gender expression (SOGIE). The aim of this study was to describe the prevalence of SOGIE conversion efforts, including their sociodemographic correlates, among LGBTQI2+ persons.MethodsUsing community-based sampling, we assessed SOGIE conversion attempts and involvement in conversion services of 3,261 LGBTQI2+ persons aged 18 years and older in Quebec, Canada.ResultsA quarter of respondents experienced SOGIE conversion attempts, and fewer than 5% were involved in conversion services. Over half of those who were involved in SOGIE conversion services consented to them, but the services’ goals were made clear and explicit to only 55% and 30% of those who engaged in SO and GIE conversion, respectively. The results also suggest that family plays a key role in SOGIE conversion attempts and services utilization, and that indigenous, intersex, transgender, non-binary, and asexual persons, people of colour, as well as individuals whose sexual orientation is not monosexual (i.e., bisexual, pansexual) were more likely to have been exposed to conversion attempts and involved in conversion services.ConclusionsThis study found that the prevalence of conversion efforts is substantial. Interventions to protect LGBTQI2+ people from such attempts should focus not only on legal bans, but also on supporting families who need to be counseled in accepting sexual and gender diversity. Health professionals need to be adequately trained in LGBTQI2+ affirmative approaches. Religious therapists should consult with colleagues and undergo supervision to ensure that their religious beliefs do not interfere with their practice.

A escassa literatura sobre ensino jurídico e diversidade sexual e de gênero indica que as faculdades seguem um padrão tradicional e tecnicista, não dialogando com questões sociais, necessárias para profissionais do Direito. Diante disso, o presente trabalho buscou investigar se futuros profissionais se sentem preparados para lidar com questões relacionadas à diversidade sexual e de gênero e quais relações eles estabelecem entre suas formações universitárias e seus graus de preparo/competência. Foi realizada, então, uma pesquisa empírica de cunho exploratório, através da aplicação de 200 questionários com estudantes do último ano da graduação em Direito de uma universidade particular de Recife. Os dados coletados foram tabulados e analisados através de uma abordagem quantitativa, demonstrando, sobretudo, que apesar de uma parcela significativa (40%) dos pesquisados se sentir preparada para trabalhar com demandas de diversidade de gênero e sexualidade na sua prática profissional, poucos deles atribuem essa preparação ao ensino universitário, ou seja, 76,5% apontam que a universidade não ofereceu (13,5%) ou ofereceu pouca (63%) formação em diversidade sexual e de gênero. Com isso, então, pode-se dizer que o pensamento jurídico brasileiro carrega raízes do modelo positivista e, por isso, se limita, muitas vezes, ao que está posto nas leis e códigos. É necessário repensar o modelo de ensino jurídico vigente, suas características e a atuação docente perante o mesmo e, assim, potencializar o Direito enquanto ciência que desempenhe um papel importante no combate à discriminação, ao preconceito, produzindo mecanismos que garantam, efetivamente, direitos fundamentais a populações vulneráveis.

PurposeThe objective of this proposal was to propose an educational innovation resource for the delivery of workshops with lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA) themes aimed at students in high school and middle school to promote complex thinking as a necessary competency for understanding their continuously changing environment.Design/methodology/approachTraining for sexual and gender diversity challenges higher education institutions, some of which have bet on developing complex thinking to meet this need. Although not all universities have sufficient resources to create activities that foster relevant and diversity-sensitive competencies, some have implemented strategies ranging from modifying their curricula to designing specific classroom tasks that support student inclusion. In response to the challenges faced by higher education institutions (HEIs) to promote the acquisition of thinking skills for complexity, this paper proposes deploying a humanoid robot as an educational innovation tool in training initiatives that promote issues of sexual and gender diversity. The deployment model is described, considering design, delivery and evaluation. The value of this proposal lies in using humanoid robotics as a classroom resource within the framework of social robotics, considering its implications in the educational context to develop complex thinking competency and training for diversity in higher education students.FindingsThe data presented here highlight the importance of educational institutions integrating content into their plans, programs and activities (both curricular and extracurricular) that promote inclusion and sexual and gender diversity and attractive teaching strategies to reinforce this perspective. So, this proposal offers a support tool for implementing this content in everyday educational contexts where the objectives focus on triggering complex reasoning competencies.Research limitations/implicationsThe varied responses and perceptions of students towards robotics and sexual diversity, as well as the lack of clear methods to assess educational outcomes, may compromise the effectiveness of the intervention.Practical implicationsThe workshop proposed in this paper is configured as a series of iterations and repetitions in different educational fields, whether disciplinary (e.g. design or engineering) or transversal (e.g. entrepreneurship). The goal is to achieve educational strategies that generate a more significant impact at the institutional level. In this sense, the present proposal joins the actions implemented by other higher education institutions to make sexual and gender diversity visible to university students.Social implicationsThe overall aim is to bring awareness, understanding and education to students with an inclusive, respectful and equitable perspective.Originality/valueSocial robotics is an innovative and attractive tool for young people at the higher education level. We consider our study a pioneer in the area.

<p>Gay men across a variety of countries label themselves by their preferences for insertive anal intercourse or receptive anal intercourse. A "top" is defined as someone who prefers the insertive role, a "bottom" as someone who prefers the receptive role, and "versatile" as someone who has no preferences regarding anal sex role. Previous studies documented that tops showed a masculine profile and bottoms showed a feminine profile in gendered personality traits. In this study, we examined the association among sexual self-label groups and empathizing-systemizing (E-S) cognitive styles among 509 gay men across multiple cities in China. There were significant differences in systemizing among sexual self-label groups, with tops scoring higher on systemizing than bottoms and versatiles. Tops were more likely to have S > E and high E and S cognitive styles than bottoms. Bottoms were more likely to have E > S and low E and S cognitive styles than tops. There was a significant indirect effect of systemizing on sexual self-label through Self-MF. There was also a significant indirect effect of sexual self-label on systemizing through Self-MF. The findings suggest that sexual self-labels among adult gay and bisexual men may reflect more than preferences for anal sex.</p>

This is the first study on the prevalence of dating violence and threats of being forced to "come out of the closet" among Chinese gay men. Data on social demographic information and the experience of dating violence, including types of abuse, threats of "outing," and the gender of abusers were collected from 418 gay men and 330 heterosexual men by self-administered questionnaires. Mann-Whitney U test, χ(2) test, and multivariate logistic regression analyses were used to test group differences. Up to 32.8% of the gay men had experienced one abuse or more. Among those experiencing abuse, 83.9% of the gay men never told anyone about their abuse. The experience of any form of abuse by gay men was 5.07 times higher than the rate of abuse among heterosexual men controlling for age in logistic regression models. In addition, 12.4% of the gay men have experienced the threat of being outed. Overall, dating violence is more prevalent in gay men than in heterosexuals. Efforts to prevent dating violence, especially among gay men, should be made in China.