Limited research exists on school social work that addresses the issues, needs and concerns facing Hong Kong’s sexual and gender minority (SGM) youth. This qualitative study interrogates how heteronormativity produces gender and sexuality oppression within the secondary school system. It situates Hong Kong schooling in a heteronormative context shaped by the intersecting influences of Chinese cultures, intimate family life, Christianity and media/public attitudes. It also highlights how heteronormativity is enforced and reproduces gender and sexuality oppression in multiple ways (through peer relations, curriculum and class teacher relations and school social work practices). Understanding how heteronormativity manifests and works is urgently needed to challenge heteronormativity through Hong Kong schooling.

關於香港性與性別小眾面對的問題, 需要及關注的學校社會工作研究還很有限。這一質性研究審視異性戀霸權如何在中學系統中產生性別與性的壓迫，指出香港學校教育處於一種由傳統文化, 親密的家庭關系, 基督教及媒體/公眾態度塑造而成的異性戀霸權背景。研究同時強調異性戀霸權如何以多種途徑實施或再產生性別與性的壓迫 (包括通過同輩關系, 課程與班級老師關系及學校的社會工作實踐)。理解異性戀霸權及其運作對於挑戰其在香港學校教育的現實有迫切需要。

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