LIST OF TABLES
5.7 HINDRANCES/BARRIERS TO A TRANSFORMATIVE APPROACH TO EMBRACING LGBTI COMMUNITIES AT A UNIVERSITY CAMPUS
5.7.5 Capacity to provide necessary intervention strategies to embrace LGBTI communities at a university campus
Payne (2007) (cf. 3.6.5) supports that in accordance with schools where someone who is labelled as of different sexual orientation against acceptability within school’s culture, be excluded, disconnected and isolated from the entire groups. Pyykonen (2012) (cf. 3.6.5) further opines that, exclusion and isolation of LGBTI students is exacerbated by their inability to form close friendships with heterosexual counterparts and peers due to conflict of interest. Based on intolerance, according to Msibi (2012) (cf. 3.6.5), he argues that teachers who impose invalid fear of homosexuals in their learners create such action that promotes LGBTI exclusion and isolation thus making it difficult for these students to make friends with their heterosexual peers at schools and universities.
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Bhana (2012) and Reygan (2013) (cf. 3.6.5) concur that fear of homophobic abuse prevents heterosexual students from associating or socializing with LGBTI students on campus. This may intensify social exclusion for the LGBTI communities in a university campus. Black-Hawkins and Florian (2012) (cf. 3.6.5) disagree that teachers should mitigate students’ exclusion leading to isolation among their peers despite the applied strategies within reach to embrace diversity in the classroom. As such, that idea should be challenged to create safe co-existence among students in general.
Aspendliender, Buchanan, McDougall and Sippola (2009) (cf. 3.6.5) support that societal norms contend against human beliefs and practices. This may constitute to jeopardize students’ academic performance.
McNulty (2013) (cf. 3.6.5) supports that unequal personality among university students gives heterosexuals courage to provide intervention for diversity in individual participation towards a community development. In the same vein, Barker (2012) (cf.
3.6.5) emphasizes that unequal power tussles inflict deliberate sentiments on the majority against the minority for their equal right dividends. Moreover, Faull (2008) (cf.
3.6.5) states clearly that inclusive policy has its cause to support the team participation and other recreational programs for all students at a university campus by displaying collective responsibilities, in line with Elechi, Morris and Schauer (2009) (cf. 3.6.5) who emphasize on ecological systems to relate effectively with students’ day-to-day life at schools and universities.
Stu 4 (Bradeline): [Involve student’s participation. There is a huge number of student in the university and they all enjoy doing different things. Have an event that can involve all the student, must include team work/building and social interaction].
Stu 3: [University should introduce subjects on modules that will help students to understand more about LGBTI communities. In addition, all the relevant stakeholders must support the learning and studying of the LGBTI communities].
USSP (Lisandary): Yes; yeah… {Laughs!}…has it be the support structure is paramount support…because…em…in the issues of LGBTI, we need to create
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a smaller student community that will form part of the structure through the management and student representatives… and to creating small focus groups leading to forum debate and seen into the structure of LGBTI. Mmm…one of the thing I think can be …emm…we need to get clearer among ourselves while full research on the effect of emm…LGBTI group…em…can be the reason why I’m saying is the research based approach …of course research and debates can results to have some literature to back up…is a good part of research to be part of the studies.
LGBTI Co 3: what like? Debates and dialogues be done from lecture venues on the LGBTI communities relationship among classmate should be taught correctly by the lecturers…so students understand.
LGBTI Co 2: Emmm…mmm…mmm…I think if there be drawings, charts, pictures to advertise LGBTI communities in the campus…will be of help to give more information about LGBTI communities.
UL1: yeah! It will be implemented if all the member of the university is part and parcel of the program…it will be very…very…successful…if all the staff members be part to form this approach that will embracing LGBTI communities.
SRC (Gi): we are all agents of the change…the LGBTI itself, the academic…the academials….eh…eh…eh…the student leadership…themselves…everyone….within and institution…because they do not exist in island…which is institution and this institution comprises of many…therefore, all bodies mentioned within the institution…because…university comprises of many bodies…many bodies…because if we all together as every to be part of this approach…everyone will enjoy it.
UL1: amm…the best approach I can think…if am to provide solution…I think the thing should start at the classroom…as a professional teacher or lecturer…to teach our students to understand that there’s no problem to be friendly with LGBTI communities and make them to know that there are different in sexual orientation….as a teacher…it has to be my responsibility to educate my students to understand that there are other sexual identities and there is no different in LGBTI communities and others…is just a matter or different sexual orientation. So as a teacher…it has to be my responsibility to help my students understand all this…because…where they are coming from…from their various
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villages…from their various cultural backgrounds….they do not know and their culture do not allow them from their communities they lives…and the way they were brought up is how then they feel them…I think everything starts there…
USSP: Emm…m…I think one of the approach we can use…em...m...…is the on the campus base... Is probably using what we called Edutem…to use edutem … to involve education at time…I think I like to…and lack of education
…emm…mm…we are a great of subject of change to students. I think I too lack of understanding about LGBTI communities…emm…m…approach I said is to hold awareness…emm…get LGBTI student to speak on the experiences…and to see how these adapt and how they are in the residences and how feeling each other and go they ….emm… approach of embracing a program of…of..
education terms where they will have time to entertaining- through health, play, drama…and songs that could be created and making entertainment that will bring all students together in the campus…creating awareness…take away fear for being LGBTI among students.
LGBTIOC: The student bodies (e.g sport union/ LGBTI+ Union which deals with issues of the community as a whole) as well as the general management and also making sure that the LGBTI+ are represented in all the bodies so they feel part and parcel of the decision making.
Stu 3: [Yes, more programs and more students must be involved to participate to support and understand the LGBTI communities].
Based on the data presented, it showed that not much has been done to embrace LGBTI communities at a university campus. However, efforts have been put in place to ensure a more embracing way of inclusivity programs that will offer LGBTI communities to have more participation on their activities on what is good for them, to make University campus more attractive and supportive for all students.
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5.7.6 Absence of campaigns and rallies to embrace LGBTI communities