School: Taipei Municipal Wanhua Junior High School
    Taipei City, Taiwan, Taiwan

5 students, ages 14 worked together to complete this CyberFair project on March 9, 2026. They have participated in CyberFair in the following year(s): 2025

Classes and Teachers: Lucia Chen

E-Mail contact:

Our School's Web Site: http://https://www.whjhs.tp.edu.tw/nss/p/e1010

1. Description of Our Community

Even though many classmates in our friend group are not aware of gender diversity issues, we are interested in them because of our experiences in Ximending, a popular place where many teenagers go shopping and enjoy trendy things. Around October, we saw a large parade where many people wore special costumes. We also noticed rainbow colors painted on the road. These scenes made us curious about the issue.

Since our community shows these signs, but we know very little about them, we want to understand the meaning and the importance of these activities around the place where we live.

2. Summary of Our Project

In our CyberFair project, our website will present the information we have collected and analyzed. We also interviewed Hsu Chih-Yun, who is a psychiatrist and a member of the LGBTQ+ community. We will share our reflections after reading his articles.

In addition, we will introduce articles about Nymphia, who brings Taiwanese culture to the international stage through drag performance.

We will also share how we grew during our presentations in front of classmates and how our confidence changed. Through our project, we hope everyone can learn about gender diversity and understand the importance of respect.

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:21-50%

B. Number of workstations with Internet access in the classroom:4-6

C. Connection speed used in the classroom:dedicated connection

D. Number of years our classroom has been connected to the Internet:2-3

E. Additional comments concerning your computer and/or Internet access (Optional):

In our public school, using computers requires an application process. Sometimes we cannot get approval because other students also need the computers, so the number of available devices is not always enough. Although we applied for and purchased four laptops for our English Gifted Resource Class students, the school’s Wi-Fi is sometimes unstable, which affects our progress.

In addition, our students come from different classes, and we only meet once a week for one hour because we accept students who are interested in research from across the school. This limited time also creates challenges. These are the main obstacles we face when working on our website.

However, these difficulties also give us chances to challenge ourselves. When we finally overcome them, we look back and feel that we have grown and learned a lot, and this makes us truly happy.

4. Problems We Had To Overcome

Because we come from different classes, we only meet once a week. To work more efficiently, we decided to divide the tasks based on each member’s strengths. We have five members: Yuki and Cynci are good at web design; Jenna and Xinhua are good at organizing information; and Jen is good at leading the team and helping everyone finish their tasks. By doing this, we were able to complete the project on time.

To deal with the unstable Wi-Fi, some of us used the school computers while others used USB drives to save the organized data. Then we moved the files to desktop computers where the internet connection was more stable. This helped us continue our work even when the Wi-Fi was not steady.

For the problem of not having enough school computers, our teacher talked to other teachers and arranged shared time slots. This allowed us to take turns using the computers and work together peacefully.

5. Our Project Sound Bite

For us, participating in CyberFair was very meaningful because we got to present in front of our schoolmates and explain why we chose this project. We also shared how we connected with Hsu Chih-Yun, our reflections after analyzing books and information, and our thoughts from group discussions. Even though we are only junior high school students, we hope our classmates could feel inspired by our research. We want them to understand and respect people from diverse gender groups.

6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?

Our topic is Discrimination toward Gender Diverse Groups, which is a current issue in Taiwan. Although our government legalized same-sex marriage on May 24, 2019—making Taiwan the first country in Asia to do so—related information is still not easy to find. We found that it is easier to get information from websites than from the library.

Even though websites are convenient for collecting information, we still need to learn how to determine whether the information is true or false. To do this, we visited many websites to verify the facts. From this project, we learned how to check information carefully and confirm its accuracy, even when facing a large amount of information in a short time.

1) What information tools & technologies did you used to complete your CyberFair project?

We used five computers and sometimes four laptops to work on the website and search for information. We also used video and digital cameras to record our presentations on stage in front of many students. Sometimes, we went to the library to check out books and read them. When we found useful parts for our research, we scanned them.

Finally, we interviewed Hsu Chih-Yun, who is a psychiatrist. The best part was that he shared many of his clinical experiences with us, using interesting stories to introduce serious and important topics.

2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.

This is our first time participating in CyberFair, and before this, we had little experience interacting with others or introducing the research topic we were working on. We once had a video call with friends from Australia, and we also used an online Padlet to leave comments. Padlet works like Instagram, where we can post pictures with a brief introduction, and others can visit and leave comments.

We enjoyed the online part because it allowed us to share our work through the website without needing to meet face-to-face, which made us feel more comfortable. We also appreciated seeing comments from other groups, which encouraged us to think more deeply and improve our research.

3) What has been the impact of your project on your community?

Our project taught us and our classmates a lot, and even people from other countries can learn something. From our interview with Hsu Chih-Yun, we learned new words about gender and sexual diversity: L – Lesbian: a woman who likes women. G – Gay: a man who likes men. B – Bisexual: a person who likes both men and women. T – Transgender: a person whose gender is different from the one they were born with. Q – Queer: people who are not straight or still exploring their gender. LGBTQ+ means these groups and more, like Intersex (I) and Asexual (A). We do not expect everyone to remember all the words, but we hope our classmates can understand these groups and respect them.

4) How did your project involve other members of your community as helpers and volunteers?

We held group discussions and searched for information on websites. We typed keywords to find people related to gender diversity. At first, we chose three experts and sent them invitation emails. Most of the experts were willing to be interviewed, but in the end, we invited Hsu Chih-Yun because we wanted to hear his personal experiences, including both his life and clinical work.

From his clinical experience, we organized three main ideas: the relationship between patients and their parents, patients and society, and patients and their beliefs. The doctor used funny stories and examples to share these experiences with us. Later, our teacher guided us to reflect that behind each funny story, there were serious and deep messages to think about.

5) Discoveries, Lessons and Surprises (Optional)

The most surprising thing we learned is that gender identity is innate and part of a person’s nature—it is not something that can be changed, nor is it an illness. When Doctor Hsu Chih-Yun shared his funny stories, they often represented situations where families had difficulty accepting the reality that their children’s gender identity or sexual orientation was different from most people’s. These differences are natural and inborn.

This taught us that the world is colorful and diverse because everyone is different. We believe that understanding leads to respect, and through this project, we have learned to appreciate diversity and move toward respecting others.