Perceptions of Campus Climate on LGBTQ+ Students’ Inclusion in Thai Higher Education

Nuntiya Doungphummes; Hasan Aydin; Matthana Rodyim; Sunida Siwapathomchai

doi:10.29333/ejecs/2614

Authors

Nuntiya Doungphummes Research Institute for Languages and Cultures of Asia, Mahidol University https://orcid.org/0000-0001-8596-2142
Hasan Aydin Florida Gulf Coast University https://orcid.org/0000-0001-9408-007X
Matthana Rodyim Research Institute for Languages and Cultures of Asia, Mahidol University https://orcid.org/0000-0002-1997-5508
Sunida Siwapathomchai Research Institute for Languages and Cultures of Asia, Mahidol University https://orcid.org/0009-0004-3125-3120

DOI:

https://doi.org/10.29333/ejecs/2614

Keywords:

Campus Climate, Intersectionality, Higher Education, Thailand, Inclusion, LGBTQI+

Abstract

This study examines the perceptions of campus atmosphere among LGBTQ+ students in Thai higher education, investigating the interplay of regional, academic, and identity-related factors that influence student experiences. The study employed a quantitative research approach to poll 688 students from multiple Thai colleges, encompassing both LGBTQ+ and heterosexual individuals. The data indicates that, although the general campus climate is viewed favorably, notable geographical and disciplinary disparities are present. LGBTQ+ students from southern regions expressed less favorable opinions, indicative of regional cultural and religious conservatism. Moreover, although both LGBTQ+ and heterosexual students typically indicated feeling respected, LGBTQ+ students assessed the climate as slightly more inclusive, emphasizing the significance of peer relationships and visibility in cultivating a supportive atmosphere. Gender identification exerted a negligible influence on perceptions of safety and inclusion; however, transgender students indicated somewhat reduced levels of comfort. The study highlighted the importance of intersectionality in understanding campus climate, illustrating how intersecting identities—such as gender, sexual orientation, and regional background—influence students' sense of inclusion. These findings contribute to the broader discussion on LGBTQ+ inclusion in higher education by questioning the notion of universal progress and promoting region-specific, culturally relevant solutions. The study's findings necessitate a heightened institutional focus on regional inequities, LGBTQ+ representation, and peer engagement to foster genuinely inclusive academic environments for all students.

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Author Biographies

Nuntiya Doungphummes , Research Institute for Languages and Cultures of Asia, Mahidol University

Nuntiya Doungphummes is an Associate Professor at the Research Institute for Languages and Cultures of Asia at Mahidol University, Thailand. Her research spans several interdisciplinary areas, including media, information and digital literacy, intercultural communication, LGBTQ+ identity, and cross-cultural adaptation of migrants. Her methodological approach, primarily participatory action-based research, is carried out through culturally responsive and inclusive strategies.

Hasan Aydin, Florida Gulf Coast University

Hasan Aydin is a human rights defender and Professor of Multicultural Education in the Department of Leadership, Counseling and Human Development at the College of Education, Florida Gulf Coast University. His scholarship focuses on multicultural and multilingual education, human rights, educating refugee students, citizenship education in a global context, and international education. He is the author of several books and has published numerous articles, has had many conference presentations. His most recent book (co-edited with Winston Langley) was Human Rights in Turkey: Assaults on Human Dignity, which Springer Press published. He is also a founding editor and senior editor-in-chief for the Journal of Ethnic and Cultural Studies and the American Journal of Qualitative Research and serves as an associate editor for Intercultural Education.

Matthana Rodyim, Research Institute for Languages and Cultures of Asia, Mahidol University

Matthana Rodyim is a lecturer at the Research Institute for Languages and Cultures of Asia (RILCA), Mahidol University, Thailand. His research and teaching focus on Thai politics, political discourse, political anthropology, cultural studies, democratization in Southeast Asia, and the role of fear and memory in political life. His work integrates interdisciplinary approaches from political anthropology, cultural theory, and Southeast Asian studies to explore the intersections of power, identity, and resistance in both urban and rural settings.

Sunida Siwapathomchai, Research Institute for Languages and Cultures of Asia, Mahidol University

Sunida Siwapathomchai is an Assistant Professor at the Research Institute for Languages and Cultures of Asia at Mahidol University, Thailand. Her interdisciplinary expertise lies in intercultural and digital communication, language education, and community-based research. With a focus on communicative competence, cultural awareness, and learner empowerment, she works at the intersection of language, culture, and psychology. Her research explores youth media use, family and intergenerational communication, and the application of psychological and cultural frameworks to promote well-being in diverse social contexts.

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