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Background

Social marginalization, bullying and HIV vulnerability among Thai lesbian and bisexual female (LBF) secondary school students.

thomas-wiley
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Background

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  1. Social marginalization, bullying and HIV vulnerability among Thai lesbian and bisexual female (LBF) secondary school students • Thasaporn Damri1, Pimpawun Boonmongkon1,2, Timo T. Ojanen1, Chet Ratchadapunnathikul3, Nattharat Samoh1, Mudjalin Cholratana1 & Thomas E. Guadamuz1,2 • 1. Center for Health Policy studies, Mahidol University, 2 Department of Society and Health, Faculty of Social Sciences and Humanities, Mahidol University, 3 Center for Health Law, Mahidol University

  2. Background Social belief about HIV risk among lesbian Syndemics theory among MSM Heteronormativity and prejudice against non-gender normative persons Social marginalization of LBF students Bullying in school LBF students and bullying and HIV risk

  3. Objective This study explored connections between social marginalization, bullying victimization and HIV vulnerability among lesbian and bisexual female (LBF) secondary school students

  4. Research Methodology • Study sites: 4 regions(Northern, Central, Northeasternand Southern) and the capital city Bangkok. • Research methodology: qualitative research • 67 FGDs, 56 IDIs, observations, target group; teachers and administers, general students and LGBT students • 85 LBF students ( tom and deestudent) • Tom student is a masculine lesbian who dresses, acts, and possibly speaks in a masculine fashion in Thai culture • Dee student is a girl who hasin relationships with Tom. - Study was reviewed and approved by the institutional review board (IRB) of Mahidol University

  5. Findings 1 : Social marginalization exists in 3 aspects Discrimination from teachers and administers Being label by teachers Lack of power to choose the sexuality they want Choose the way they want to dress /display their hair style

  6. Example: Being labeled by teachers There are 13 of us in the group [of toms], right? Most of us wear our hair short, dye our hair. The teachers view us as bad girls for sure, as girls that have to be given warnings very often. Something like that.” (IDI, tom student, Bangkok)

  7. Findings 2 : Forms of bullying among LBF students Physical bullying (punching and kicking) Verbal bullying (Tom rat, Tom sa, Phetphat) Social bullying (hate tom club) Sexual bullying (touching breast and bottom) Teasing and bullying by teachers and administers(cutting grade, blaming)

  8. Example physical bullying among tom students “It’s harsh! If a tom steals a girlfriend from a boy, it’s going to be really rough…like punching and kicking from the boys” (FGD, gay male students, Central)

  9. Example of verbal bullying among tom and deestudents “Like, ‘why are you a tom, not a woman, why not?’ or ‘You were born to be a woman, so why are you not a woman?’” [we get ask questions] (FGD, tom students, Northeast)

  10. HIV vulnerability Depression Alcohol use Unprotected sex

  11. Example of unprotected sex “I fingered my girlfriend. We did not use condom because we are not at risk because we women.” (IDI, tom student, Bangkok)

  12. Linkage between social marginalization, bullying victimization and HIV vulnerability A Story from Jib: A tom student who was raped by other male students Dee students have both male and tom partners [hard to recruit]

  13. Example of linkage between Social marginalization bullying victimization and HIV vulnerability “When I was in grade 7 I heard that Pee Karn was raped by her friends because they wanted to change her to be a girl and then she has changed to be a girl” IDI tom student Northern

  14. discussions Heteronormative views by Thai society, including prejudice against non-gender conforming persons Myth about temporary states of tom and dee Masculine role identity of tom making them vulnerability

  15. Recommendations Build acceptance of sexual/gender diversity through activities that enable LBT students to fully express their identities and abilitiesin secondary school Encourage participatory teaching of comprehensive sexuality education that emphasises acceptance of diversity and mutual respect regardless of sex, gender, sexual orientation, gender identity or gender expressionby engaging the Thailand Ministry of Education Promote acceptance of sexual/gender diversity within society at large through public campaigns, popular and social media, or activities of civil society organisations

  16. Acknowledgement

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