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Teele Bernard Matsoso Dissertation Depository.pdf

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However, taking into consideration research ethics and integrity protocols, acknowledgment of the authors cited in the thesis is also included. Therefore, this thesis represents my own perspectives, views, opinions and not necessarily those of Nazarbayev University.

Introduction

  • Statement of the Problem
  • Purpose of the Study
  • Research Questions
  • Significance of the Study
  • Definition of Terms
  • Thesis Outline
  • Chapter Summary

Students who identify as members of the LGBTQIA+ community face a number of barriers to entry and inclusion in higher education. This study focuses on the experiences and perceptions of LGBTQIA+ students regarding access, provision and inclusion in higher education.

Literature Review

  • Introduction
  • LGBTQIA+ Community in the African Context
  • The LGBTQIA+ Community in South Africa: The Context
  • Brief History of LGBTQIA+ Students in Higher Education
  • Scholarly Research Regarding LGBTQ+ in Higher Education Institutions
    • Access and Inclusion in Higher Education
    • Bullying and Rejection in the Institution of Higher Learning
  • Challenges within Higher Education Institutions
    • University Policies and Guidelines on LGBQTIA+ Community
    • Residence Placement and Arrangement
    • Lack of Education About LGBTQIA+ in the Institutions
    • Lack of Integration and Discrimination
    • Registration of Student Organizations
  • Awareness of the Existence of LGBTQAI+ Community
  • Summary of the Theoretical Framework
    • Conceptual Framework: Social Identity
    • Social Justice as a Theoretical Framework
  • Chapter Summary

In the SADC region there have been recent developments advocating for the inclusion and recognition of the LGBTQIA+ Community. Many years later, the issue of LGBTQIA+ students in higher education remains a contentious and controversial topic (Sithole, 2015).

Research Methodology

  • Introduction
  • Research Design and Rationale
  • Research Approach
    • The Qualitative Approach
  • Researcher’s Role
  • Methodology
    • Research Site
  • Sample and Sampling Procedure
  • Instrumentation
  • Data Analysis
  • Ethical Considerations
    • Access to the Research Area
    • Confidentiality
    • Informed Consent Form
    • No harm and protection
  • Chapter Summary

The choice of the semi-structured interview allowed me to understand the lived experiences and perceptions of the LGBTQIA+ students, as they were asked to share their opinions of the phenomenon and relate their experiences (Turner, 2010 ). The researcher interviewed 10 members of the LGBTQIA+ students in all the faculties and on both campuses. It was extremely important to use this data collection method which led to the collection of sufficient information to address all the research questions of the study.

For this study, the interviews were recorded with the permission of the participants and transcripts were later analyzed. Therefore, the first step involved transcribing the semi-structured interview recordings, organizing data according to research questions posed to each participant, and reading each transcribed sentence/phrases to understand the meaning. The information collected during the interviews will be kept securely in my personal files for at least three years after the end of the survey for audit purposes.

Before conducting an interview session, I reviewed the informed consent to ensure consent was given, and again informed the participants of the voluntary nature of the study. Therefore, one of the campus offices (not the researcher's office) was used to conduct the interview sessions where all sample participants had easy access, felt safe, comfortable and familiar with the environment. A phenomenological inquiry approach supported this study as a guide to understanding the lived experiences of the participants.

Findings

Introduction

The researcher used pseudonyms for the students and focused attention on the experiences of the participants.

Research Findings

  • Section 1: Demographic Information
  • Section 2: Themes

This places the university in serious breach of equal rights, as it is unable to account for the LGBTQIA+ population on campus and is unable to address their needs holistically as part of creating access and the widening participation for all. I think the university is not inclusive or accommodating because the application forms for admission do not accommodate the LGBTQIA+ community and this was supposed to be a starting point to show the LGBTQIA+ community that they are welcome at this university. With incidents of stereotypes and myths surrounding the LGBTQIA+ community becoming more prevalent on college campuses, there is consensus that a lack of education about this community contributes to adverse outcomes.

There is no LGBTQIA+ related education offered to students at this university. I think the university curriculum should include classes or lessons or something that educates faculty and students about the LGBTQIA+ community. Experiences of being isolated on the basis of sexual orientation had become a daily occurrence for students who identified as members of the LGBTQIA+ Community, and such treatment led to extensive psychological problems such as mental health due to constant homophobic attacks.

Like P8, other participants' privacy had been violated and sexuality status questioned by those who did not want to accept and treat LGBTQIA+ as normal people. If that happens, let's say there is a sports activity and there are other students who are members of the LGBTQIA+. Participants mentioned that the Student Council was fully aware of the serious challenges facing LGBTQIA+ students.

Figure 4.1: Sexual orientation status among participants
Figure 4.1: Sexual orientation status among participants

Chapter Summary

Discussion

Introduction

Process of the Data Analysis

  • University Policy on Inclusion
  • Lack of Awareness and Education about LGBTQIA+ Community
  • Bullying and Rejection
  • Lack of Integration and Socialization

University admission procedures thus do not promote equal opportunities for all, especially for those students with a sexual orientation other than the binary male and female classification, which is not included in the application form. Based on the results in the results section, it is noted that the participants experienced different challenges on campus. The finding can be attributed to the university's decision not to include gender nonconforming groups on the application form as a strategy to create a campus environment that is accessible and inclusive to all students.

Other challenges raised by participants living in campus dormitories was access to restrooms. Furthermore, Beemyn (2005), Pomerantz (n.d.), Krum (2013) and Singh (2013) support the above statement by stating that in the context of the UK and US higher education systems, concerns have been raised about the lack of gender neutral spaces and dormitories for. Although the studies were conducted in the United Kingdom and the United States, the findings can be replicated in the context of South Africa, where the lack of gender-neutral spaces, as confirmed by the participants, affects their personal dignity because they do not feel

Inclusive curricula that meet the needs of all students regardless of their sexual orientation should be offered as universal programs aimed at changing social attitudes. These are some of the inclusive practices that higher education institutions can adopt and infuse into their transformative policies to increase access and expand participation for all students regardless of their sexual orientation. Lack of integration and socialization in the absence of social interactions between the LGBTQIA+ community and the heterosexual group has led to LGBTQIA+ students not being respected, recognized and accepted because of their sexual orientation.

Chapter Summary

Cross (2004) agrees that South African higher education institutions are increasingly reflecting the country's social, educational, cultural, linguistic, religious and racial diversity. Nevertheless, the study participants stated that their freedom of expression and their freedom to belong was restricted because even first-year students feared it. However, Formby (2015) argues that recent scholarly studies have highlighted university as a good experience that allows individuals to explore their gender and sexual identities.

Michaelson (2008) supports the claim that homophobia is a major problem in school settings, where most socialization takes place among young people.

Conclusion and Recommendations

Introduction

Conclusions of the Study

  • University Policy on Inclusion
  • Lack of Awareness and Education About the LGBTQIA+ Students
  • Bullying and Rejection of the LGBTQIA+ Students
  • Lack of Integration and Socialization

All HEIs have a responsibility to promote equal opportunities and participation for all students, regardless of race, religious beliefs, socio-economic status, language, gender and sexual orientation. Although there were participants who felt that accommodation facilities were not necessarily discriminatory and did not favor the designated student housing for the LGBTQIA+ students, perhaps they did not understand "accessibility" to mean access to appropriate facilities that for all are available. This theme highlighted that LGBTQIA+ rights are frequently violated by peers and, in some cases, faculty members due to a lack of diversity education enshrined in the curriculum across faculties or schools.

A lack of awareness-raising programs such as Pride Month, which educational institutions can use to promote awareness of the importance of diversity and to value all differences, was also reported. The study found that LGBTQIA+ students experienced psychological setbacks triggered by anti-gay catcalls. The use of derogatory terms for LGBTQIA+ students made them feel disrespected, unrecognised, unwanted and isolated and unsafe at university.

If acceptance were shared throughout the hierarchy (leadership, governance structures, faculty, and human resources), the environment would be conducive for all, and bullying and rejection, including other forms of discriminatory practices, would be eliminated. This research found a significant lack of integration and socialization between the LGBTQIA+ population and the heterosexual group, mainly due to the lack of shared values ​​and views between the two groups. According to the study, students who identify as members of the LGBTQIA+ community are hesitant and afraid to "come out" to avoid further victimization and homophobic attacks.

Recommendations on Creating Inclusive Practices

  • Recommendation 1: University Policy on Inclusion
  • Recommendation 2: Bullying, Rejection, Awareness, and Education including Integration

I recommend that curricula should be about social awareness prioritizing issues of gender and sexual diversity across the LGBTQIA+ community. It should be noted that, when raising awareness, such campaigns should have educational programs across all faculty, students, management, executive, Council, Senate, professional support staff, protective services and general workers. During these awareness initiatives aimed at debunking myths and stereotypes about the LGBTQIA+ community, the bigger picture is to eliminate bullying and rejection, so that.

Limitations

Further Research Study

Conclusion

The Silence is Broken: A History of the First Lesbian, Gay, and Bisexual Student Groups. Diversity and Inclusion at University: A Survey of the Experiences of Lesbian, Gay, Bisexual and Trans (LGBT) Students in the UK. Mapping inclusive education research since the Salamanca Statement: A bibliometric review of the literature over 25 years.

Inclusion and social justice for gay, lesbian, bisexual and transgender members of the learning community in Queensland State schools. Investigating the experiences and perceptions of the LGBTQIA+ students at one public university regarding access and inclusion in higher education in South Africa. You are being asked to participate in a research study entitled "Investigating the experiences and perceptions of the LGBTQIA+ students at one public university in relation to access, provision and inclusion in higher education in South Africa". students in higher education remains a controversial and debatable topic in South Africa and elsewhere around the world.

The aim of this qualitative study is to investigate the experiences and perceptions of students who identify as members of the LGBTQIA+ community in relation to access, provision, inclusion and perceived challenges they face at one university in South Africa . A copy of the research results will be available at the end of the study and shared with the Diversity and Inclusion Office to learn more about the findings and consider some relevant recommendations. I will use pseudonyms to protect your privacy and confidentiality and to comply with the Personal Information Protection Act (POPI Act is South Africa's equivalent of the EU GDPR).

Project title: Investigating the experiences and perceptions of the LGBTQIA+ students at one public university regarding access and inclusion in higher education in South Africa. This study deals with the exploration of experiences and perceptions of LGBTQIA+ students at one public university regarding access, provision and inclusion in higher education in South Africa.

Сурет

Figure 4.1: Sexual orientation status among participants

Ақпарат көздері

СӘЙКЕС КЕЛЕТІН ҚҰЖАТТАР

Shaikhanova Gulshat Senior Lecturer Contact details: g.shaikhanova@mail.ru Mob.: +7 7754566170 Work: +7 7172 709500 int.32513 Academic degree, title, scientific school: Master