LIST OF TABLES
5.6 CIRCUMSTANCES/CONDITIONS UNDER WHICH A TRANSFORMATIVE APROACH CAN BE USED TO EMBRACING LGBTI COMMUNITIES AT A
5.6.7 Provision of improved safety at university campus to embracing LGBTI communities
A university campus in this context is an environment that seeks to accommodate a populace of students for education development in general. In this study, University campus often formed sites of victimisation for LGBTI communities (cf. 3.5.7) (D'Augelli et al., 2006; SAHRC, 2007). LGBTI communities have been found to encounter vulnerability at university campuses because of their sexuality identification. This occurs because of their sexual orientation and the way they express their gender identity (cf. 3.5.7) (Aspenlieder, Buchanan, McDougall, & Sippola, 2009; Tetreault, Fette, Meidlinger & Hope, 2013; Renn, 2010; Toomey, Ryan, Diaz, Card & Russell,
140
2010). Labelling and disassociation of LGBTI communities on a daily basis by heterosexual students can prevent them from achieving academic success and engaging fully in campus endeavours. As result of opposition to sexuality, it becomes so difficult for LGBTI communities to perform well academically because there is no enabling academic environment to attend lectures without fear for their safety and emotional wellbeing (cf. 3.5.7) (Fisher, Poirier & Blau, 2012).
Sadly, students who attend unsecured university campus environments are more likely to alienate themselves from these homophobic environments by being absent or dropping out (cf. 3.5.7) (Aragon, Poteat, & Espelage, 2014; Lozier & Beckman, 2012).
The researcher noticed that fewer students did not find it easy to share their social life problems with anyone for fear of more bad encounters; they rather take leave from school or withdraw for the semester. On this note, Lamanna and Reidmann (2009) (cf.
3.5.7) maintain that performance of students needs follow-up to encroach transformative ideas, to enable university campus to be more adaptable for LGBTI communities to enjoy a supportive atmosphere to maximize their potential like their heterosexual peers across the high schools, colleges and universities.
Birditt, Antonucci and Tighe (2012) (cf. 3.5.7) state some problems which heterosexual students usually place on LGBTI communities includes; loneliness, insecurity, depression and isolation which often results in internalizing problems. Lyubomirsky (2008) (cf. 3.5.7) confirms that internalized emotions have no distinctive ends for LGBTI communities, ethically, students only get support to handle their challenges to recover faster. Gaine and Guardia (2009) (cf. 3.5.7) contend that perspectives for unequal gender differences be addressed to normalize the competition that persistently arrives between wider heterosexuals and LGBTI communities at the same university campus. To this, there is need for optimum dialogues and awareness to provide support services to LGBTI communities who may be marginalized due to sexual orientation and thus suffer unequal measure of relationships that embrace a democratic state of students.
Stu 1(SH5): [To change the state of LGBTI communities, I think they should be some sort of a campaign which will run once a week. I think if the campus management and lecturers support the campaign, LGBTI communities will feel
141
included, wanted and special to the campus because they have the management support].
Stu 5 (Sunflower): [Talks and seminars should be head when students enter the university on the different communities found in varsity and educating them on such Students, student’s body, management and outsiders, professionals who are more knowledgeable on the topic helping educate students. All being treated equally. And all these factors not being made to define them students being seen and treated and such for they are].
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. Anyone can be an agent especially within the university from RA (Residence Assistant) to the house committee].
OCFT: [I think this question is very difficult to address as I felt majorly this involves the entire school management to look into the creation of welcoming university environment that will embrace LGBTI communities and other cultural diversity.
More to say is that, through a platform of awareness campaigns of the university in general to be part of the initiative of inclusion of all students. I see that if management can support and all stakeholders with the collaboration of students/student’s representative council – a fair approach can be launched when all bodies are adequately represented in the design of such approach that will benefit all students and LGBTI communities].
Stu 2: [Create awareness campaign in which students will be taught about LGBTI communities; once they understand they will be able to treat them with acceptance and Respect].
Stu 1 and Stu 2 suggested a campaign that will include university management to make LGBTI communities feel included on the program to be accepted and respected while Stu 5 and Stu 4 requested talks, seminars and student’s participation that will involve large number of students, allowing professionals to be speakers to educate university students on LGBTI communities, creating social relation. However, On
142
Campus Faith Thrust (OCFT) supports to ensure welcoming University environments through the joint effort to launch inclusive University campus. The researcher discovered that varieties of perspectives can form a transformative initiative to embrace LGBTI communities among heterosexuals to build a participatory network that helps academic and emotional states of all students.
5.7 HINDRANCES/BARRIERS TO A TRANSFORMATIVE APPROACH TO