This phenomenological qualitative study is informed by integrated theories including a social constructionist perspective on human sexuality, sexual identity development models, heterosexism with theoretical support of minority stress model and feminist theory. The aim was to uncover the lived experiences of 20 male sexual minority students navigating heterosexism in secondary schools, within the socio-cultural context of Hong Kong Chinese society. Due to the invisibility of sexual minority adolescents in Hong Kong, purposeful sampling was used to recruit informants who were having same-sex sexual attractions and/or sexual behaviors/sexual identity. Over the period 2008-2011, twenty male informants, aged 14 to 19 and currently enrolled in secondary schools, were recruited for in-depth interviews. In terms of community labels, these informants might be known as gay, bisexual, memBa, tongzhi, tongxinglian, and those who are still questioning their sexual identity. Parental consents were waived for informants under eighteen years old and alternative measures were carried out to safeguard confidentiality and their best interests. Qualitative data analyses via a software package NVivo yielded several overarching themes: 1) “exploring my sexuality in school”; 2) “feeling powerless over overt homophobia”; 3) “feeling alienated over heteronormative assumptions”; 4) “feeling oppressed over silencing”; 5) “angry over curriculum omission”; 6) “distressed with risk stories”; and 7) “empowered with stories of resilience”. The results suggest that with variations in their sexual identity developmental process, they defined and interpreted their sexualities with reference to the specific social cultural context of Hong Kong, especially linked to the Christian value, Chinese Confucianism and Western human rights concepts. In the process of exploring a stigmatized sexual identity within schools, the informants generally felt powerless, alienated, and oppressed when encountering psychological and cultural heterosexism, manifested through overt and subtle forms by individuals and the systems within the school context. In the process of navigating homophobia and heterosexism, informants shared both risk and resilience stories. The current findings will be helpful for those in the teaching and counseling professions. These professionals can also help raise public awareness of this group of students in order to eliminate the social stigma, prejudice, and discrimination that still plague sexual minorities. Recommendations are made for further research, education policy, professional training for teachers and counselors, and support services for sexual minority students. / published_or_final_version / Education / Doctoral / Doctor of Education

by Lau Chiu Kay. / Bibliography: leaves 84-92 / Thesis (M.A.)--Chinese University of Hong Kong, 1983

by Hau Kit Tai. / Thesis (M.A.Ed.)--Chinese University of Hong Kong / Bibliography: leaves 84-102

by Leung Kwok Yan, Albert. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 73-78.

by Sandra Wong King Yee. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 155-163.

by Chow Siu-wah. / Added title page in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / ACKNOWLEDGMENTS / ABSTRACT / Chapter CHAPTER I： --- STATEMENT OF THE PROBLEM / Chapter (a) --- The Emergence of the State-Sponsored Education System --- p.1 / Chapter (b) --- Investigation on Mass Education --- p.3 / Chapter (c) --- The Case of Hong Kong --- p.5 / Chapter CHAPTER II： --- REVIEW OF LITERATURE / Chapter (a) --- Explanation of the Origin of Mass Schooling --- p.8 / Chapter (b) --- The Institutional Theory --- p.14 / Chapter (c) --- The State Theories --- p.21 / Chapter (i) --- "The ""neutral"" state" --- p.23 / Chapter (ii) --- Class nature of the state --- p.27 / Chapter (iii) --- Interest mediation by the state --- p.34 / Chapter (d) --- The State in a World System --- p.36 / Chapter CHAPTER III： --- THE STUDY / Chapter (a) --- Theoretical Framework --- p.45 / Chapter (b) --- The Hong Kong Context --- p.51 / Chapter (c) --- Periodization of the Development of Education in Hong Kong --- p.53 / Chapter (d) --- The Research Problem --- p.58 / Chapter (e) --- Methodology of the study --- p.61 / Chapter (f) --- Documentation --- p.66 / Chapter CHAPTER IV: --- THE EARLY YEARS OF HONG KONG / Chapter (a) --- The Systemic Imperatives --- p.68 / Chapter (b) --- The Institutional Imperatives --- p.73 / Chapter (c) --- Development of education from 1841 to 1860 --- p.78 / Chapter (i) --- A review of the education policy --- p.78 / Chapter (ii) --- Systemic imperatives on education --- p.81 / Chapter (iii) --- Insititutional imperatives on education --- p.83 / Chapter (iv) --- Mediation of interest groups --- p.87 / Chapter CHAPTER V： --- COMPULSORY EDUCATION IN HONG KONG / Chapter (a) --- The Systemic Imperatives --- p.97 / Chapter (b) --- The Institutional Imperatives --- p.104 / Chapter (c) --- Development of education from 1971 to 1978 --- p.113 / Chapter (i) --- A review of the education policy --- p.113 / Chapter (ii) --- Systemic imperatives on education --- p.117 / Chapter (iii) --- Institutional imperatives on education --- p.118 / Chapter (iv) --- Mediation of interest groups --- p.122 / Chapter CHAPTER VI: --- CONCLUSION / Chapter (a) --- The Findings of the Study --- p.137 / Chapter (b) --- Significance of Study --- p.144 / Chapter (c) --- Limitations --- p.145 / Chapter (d) --- Suggestion for Further Studies --- p.146

Ko Chi-Chung Andre. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 257-266). / Abstracts in English and Chinese. / Abstract --- p.ii / Acknowledgements --- p.v / Table of contents --- p.vii / List of figures --- p.x / List of tables --- p.x / List of abbreviations --- p.xii / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Statement of the problem situation --- p.2 / Chapter 1.3 --- Purpose and significance of study --- p.4 / Chapter 1.4 --- Research questions --- p.5 / Chapter 1.5 --- Delimitation of the study --- p.6 / Chapter 1.6 --- Definition of key concepts --- p.7 / Chapter 1.7 --- Outline of the remainder of the thesis --- p.17 / Chapter Chapter 2 --- Literature review I: Environmental education and science education / Chapter 2.1 --- Overview of the literature review --- p.19 / Chapter 2.2 --- Understanding environmental education --- p.19 / Chapter 2.3 --- Present status of environmental education in Hong Kong schools --- p.28 / Chapter 2.4 --- Environmental education and science education --- p.30 / Chapter 2.5 --- Summary --- p.37 / Chapter Chapter 3 --- Literature review II: Research issues relevant to teaching environmental education / Chapter 3.1 --- Environmental education as a field of study and its paradigm of research --- p.39 / Chapter 3.2 --- The study of teachers' perceptions and practices --- p.42 / Chapter 3.3 --- Framework of analysis --- p.53 / Chapter 3.4 --- Research related to teachers' perceptions and practices --- p.58 / Chapter 3.5 --- Summary --- p.66 / Chapter Chapter 4 --- Research design / Chapter 4.1 --- Overview of the research design --- p.68 / Chapter 4.2 --- Research questions and associated research methods --- p.70 / Chapter 4.3 --- Questionnaire survey --- p.71 / Chapter 4.4 --- In-depth interview --- p.79 / Chapter Chapter 5 --- Curriculum analysis / Chapter 5.1 --- Overview of curriculum analysis --- p.86 / Chapter 5.2 --- Background the curriculum --- p.86 / Chapter 5.3 --- Characteristics of the curriculum --- p.91 / Chapter 5.4 --- Evaluation of the curriculum --- p.112 / Chapter 5.5 --- Summary and conclusion --- p.121 / Chapter Chapter 6 --- Questionnaire survey results / Chapter 6.1 --- Overview of the chapter --- p.123 / Chapter 6.2 --- Descriptive analysis of questionnaire survey data --- p.123 / Chapter 6.3 --- Inferential analysis of the questionnaire survey data --- p.142 / Chapter 6.4 --- Summary --- p.1525 / Chapter Chapter 7 --- Interview findings / Chapter 7.1 --- Overview of the chapter --- p.155 / Chapter 7.2 --- Interview findings --- p.157 / Chapter 7.3 --- Analysis of interview findings --- p.178 / Chapter 7.4 --- Summary --- p.197 / Chapter Chapter 8 --- Discussion / Chapter 8.1 --- Overview of the chapter --- p.200 / Chapter 8.2 --- Self-reported practices of teaching environmental education --- p.200 / Chapter 8.3 --- Teachers' perceptions of EE and their relation to practices of teaching EE --- p.209 / Chapter 8.4 --- Synthesis of research findings --- p.218 / Chapter 8.5 --- Further discussion of research findings --- p.220 / Chapter 8.6 --- Summary --- p.238 / Chapter Chapter 9 --- Conclusion and recommendation / Chapter 9.1 --- Summing up: Hong Kong secondary school science teachers' perception of environmental education --- p.239 / Chapter 9.2 --- Implications of research findings --- p.243 / Chapter 9.3 --- Limitation of the research and recommendation for further study --- p.248 / Appendix A A sample of cover letter and survey questionnaire --- p.251 / Appendix B Relevant EE topics of the IS Syllabus recommended in the CDC Guidelines --- p.256 / References --- p.257

Ko, Yee-wai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 164-180). / Abstracts in English and Chinese. / Acknowledgements --- p.i / Table of Contents --- p.ii / List of Tables and Figures & List of Appendixes --- p.iv / Abstract --- p.v / Chapter CHAPTER 1: --- Introduction --- p.1 / Chapter 1.1 --- Research Background --- p.1 / Chapter 1.2 --- Intellectual Puzzle --- p.2 / Chapter 1.3 --- Aims and Significance --- p.3 / Chapter 1.4 --- Structure of the Thesis --- p.4 / Chapter CHAPTER 2: --- The Change in Family Forms in Hong Kong and the Review of Related Literature --- p.7 / Chapter 2.1 --- The Rise of Non-Conventional Families in Hong Kong --- p.7 / Chapter 2.2 --- Family Study in Hong Kong --- p.11 / Chapter 2.3 --- Changing Familial Structure in the West --- p.15 / Chapter 2.4 --- The Evolving Concept of Family --- p.22 / Chapter 2.5 --- Family Under Social Constructionism --- p.29 / Chapter 2.6 --- Making Use of the Family in Social Policy --- p.33 / Chapter 2.7 --- Feminist Approach to Family --- p.42 / Chapter 2.8 --- A Summary - From Literature Review to Research Question --- p.48 / Chapter CHAPTER 3: --- Methodology --- p.51 / Chapter 3.1 --- Research Question --- p.51 / Chapter 3.2 --- Research Design --- p.54 / Chapter 3.3 --- Operationalization of Key Concepts --- p.56 / Chapter 3.4 --- Operationalization: Analytical Tools --- p.61 / Chapter CHAPTER 4: --- Incongruity Between New Familial Needs and Social Policy--- The Case of Public Housing Policy --- p.69 / Chapter 4.1 --- Western Experience --- p.69 / Chapter 4.2 --- Cases Exemplifying the Policy Mismatch --- p.73 / Chapter 4.3 --- Government Response --- p.85 / Chapter CHAPTER 5: --- Analysis of Family Life Education--- An Educational Tool to Alleviate the 'Family Problems'? --- p.92 / Chapter 5.1 --- Introduction: FLE Campaign in Hong Kong --- p.93 / Chapter 5.2 --- Findings --- p.95 / Chapter 5.3 --- Summary and Implications of Findings --- p.115 / Chapter CHAPTER 6: --- Discussion--- The Appropriation and Normalization of the Patriarchal Family by the State --- p.126 / Chapter 6.1 --- Gender Inequalities in Conventional Patriarchal Families --- p.127 / Chapter 6.2 --- Government's Role in Perpetuating the Patriarchal Relations --- p.128 / Chapter 6.3 --- The Perpetuation of Gender Inequality Through Social Policy --- p.140 / Chapter 6.4 --- Patriarchal Family - Impact on Women --- p.148 / Chapter CHAPTER 7: --- "Conclusion--- Limitations, Further Study and Concluding Remarks" / Appendixes / Reference

A post-positivistic research paradigm was adopted and a qualitative (less dominant) with quantitative (dominant) method was the research design. Phase I Study was a focus group study aiming at understanding conceptions and beliefs about spousal abuse with five focus groups involving 40 undergraduates. Phase II Study was a questionnaire survey with some of the items in questionnaire derived from the qualitative findings of the focus groups. Based on a stratified sampling strategy, 361 social work undergraduates were randomly selected from all undergraduate social work training institutions to participate in this survey. They completed a 252-item questionnaire which measured their conceptions and beliefs about spousal abuse and the psychosocial correlates within the proposed ecological model. / By applying the ecological model, attitudes toward gender, identification with Chinese traditional and modern culture were significant correlates of the conceptions of spousal abuse; while gender, attitudes toward gender and identification with Chinese traditional culture were the significant correlates of beliefs about spousal abuse. The socialization influences were also significant correlates of the outcome variables in the male sample. These observations provided support for the thesis that there are individual and environmental correlates of conceptions and beliefs about spousal abuse. Coverage on spousal abuse in social work curriculum was found to be inadequate and request for training was high. Meanwhile, undergraduates with adequate training showed broader conceptions of spousal abuse, which indicated that training might help to broaden their conceptions of spousal abuse. / Results showed that social work undergraduates' conceptions of physical abuse were highly consistent with legal and experts' perspectives, while their conceptions of psychological abuse were more from laymen's perspectives, which were relatively unclear and less consistent with legal and experts' perspectives. They also had broader conceptions of wife abuse than husband abuse by identifying more behavioral manifestations as wife abuse. In general, the breadth of their conceptions of spousal abuse depended on their gender (same sex favoritism), victims' gender, and types of abuse (physical vs. psychological). Furthermore, they endorsed more biased beliefs about husband abuse than wife abuse. Male students endorsed more biased beliefs about spousal abuse than their female counterparts. / The lay conceptions and beliefs about spousal abuse among social work undergraduates in Hong Kong were studied and lay conceptions were compared with legal and experts' perspectives. Adopting an ecological model, it was hypothesized that gender, attitudes toward gender, socialization of gender stereotypes and violence approval, and identification with Chinese traditional and modern cultural values were psychosocial correlates of conceptions and beliefs about spousal abuse. / This study has several contributions. First, it enhances our understanding of the conceptions and beliefs about spousal abuse from the lay, legal, and professional perspectives. Second, with reference to our limited understanding on husband abuse, the present findings enhance our understanding on husband abuse. Third, it contributes to the development of theoretical models pertinent to the psychosocial correlates at the individual, interpersonal, and cultural levels. Finally, it facilitates improvement in coverage of spousal abuse in social work education. / Tam, Suet Yan. / Adviser: T. L. Daniel Shek. / Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 423-450). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

吳家聰. / "2010年5月". / "2010 nian 5 yue". / Thesis (M.Div.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 51-53). / Abstract in Chinese and English. / Wu Jiacong. / 摘要：潛移默化的福音´ؤ´ؤ李清詞牧師的學校宗教教育理念的探討 --- p.2 / 鳴謝 --- p.4 / 目錄 --- p.5 / Chapter 1 --- 引言 --- p.6 / Chapter 1.1 --- 本文所硏究的範圍及其進路 --- p.7 / Chapter 2 --- 李清詞的成長路 --- p.8 / Chapter 2.1 --- 經歷人的無助 --- p.9 / Chapter 2.2 --- 特殊的禱告經驗 --- p.10 / Chapter 2.3 --- 學校的關愛 --- p.12 / Chapter 2.4 --- 有興趣追尋信仰 --- p.13 / Chapter 2.5 --- 獻身教育 --- p.15 / Chapter 2.6 --- 培養「非以役人，乃役於人」的意識 --- p.15 / Chapter 2.7 --- 步向教育工作 --- p.16 / Chapter 2.8 --- 修讀神學之路 --- p.17 / Chapter 2.9 --- 校牧之路 --- p.20 / Chapter 2.10 --- 小結 --- p.21 / Chapter 3 --- 李清詞的宗教教育理念 --- p.24 / Chapter 3.1 --- 對宗教教育的看法 --- p.24 / Chapter 3.1.1 --- 對學校宗教活動的看法 --- p.27 / Chapter 3.2 --- 對校內重要人物的定位 --- p.29 / Chapter 3.2.1 --- 校長和老師 --- p.29 / Chapter 3.2.2 --- 校牧 --- p.31 / Chapter 3.2.3 --- 「每校一校牧」之原則 --- p.33 / Chapter 3.2.4 --- 堂校牧養理念 --- p.33 / Chapter 3.3 --- 教會為何辦學？ --- p.35 / Chapter 3.3.1 --- 教會需要堅持辦學嗎？ --- p.38 / Chapter 3.3.2 --- 教會辦學的方針 --- p.40 / Chapter 3.4 --- 小結 --- p.41 / Chapter 4 --- 結論´ؤ´ؤ李清詞的宗教教育理念評檢 --- p.42 / Chapter 4.1 --- 生平與成長關係 --- p.42 / Chapter 4.2 --- 中華基督教會香港區會的願景 --- p.44 / Chapter 5 --- 附件1 ：教育主日宣言（90年代至今） --- p.50 / Chapter 6 --- 參考資料 --- p.51