Perceptions of Campus Climate on LGBTQ+ Students’ Inclusion in Thai Higher Education
Issued Date
2026-03-12
Resource Type
eISSN
21491291
Scopus ID
2-s2.0-105033096723
Journal Title
Journal of Ethnic and Cultural Studies
Volume
13
Issue
2
Start Page
29
End Page
54
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Ethnic and Cultural Studies Vol.13 No.2 (2026) , 29-54
Suggested Citation
Doungphummes N., Rodyim M., Siwapathomchai S., Aydin H. Perceptions of Campus Climate on LGBTQ+ Students’ Inclusion in Thai Higher Education. Journal of Ethnic and Cultural Studies Vol.13 No.2 (2026) , 29-54. 54. doi:10.29333/ejecs/2614 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/115948
Title
Perceptions of Campus Climate on LGBTQ+ Students’ Inclusion in Thai Higher Education
Author(s)
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
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.