The establishment of the Gender Equity Education Act (GEEA) in Taiwan introduced a gender and sexuality framework influenced by North American discourses. The GEEA focuses on respecting diverse sexualities, eliminating sexual discrimination, preventing sexual violence, and promoting gender equity for students on campus. However, findings from the 2024 School Climate Survey on LGBTQ+ Students in Taiwan highlight a significant gap in the accessibility and visibility of these policies for students and even educators on campus. This study employs a queer theory lens to conduct a critical content analysis of the GEEA to examine whether it is an effective gender and sexuality act for Taiwanese tongzhi (LGBTQ+) students. The findings reveal three primary observations: (1) although the GEEA introduces diverse gender-related language, substantial gaps still remain between linguistic reform and institutional practice; (2) the framework of the GEEA reflects a top-down approach rooted in heteronormative and cisnormative assumptions; and (3) the passive rights discourse embedded in the GEEA offers minimal support to tongzhi students, making it difficult to achieve substantive gender equality. Despite being in place for over twenty years, the GEEA still presents a subtle yet significant disconnect between its initial legislation, subsequent reforms, and the true needs of tongzhi students.

Authors:
Hsuan-Yu Tsao, University of British Columbia, Canada

About the Presenter(s)
Mx. Hsuan-Yu Tsao received their MA degree in Social Studies Education from the University of British Columbia, Canada, in 2025. Their research interests include gender studies, feminism, social justice, queer theory, democracy, and education policy.

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