An exploration of sexually diverse students’ experiences regarding their social acceptance at a South African university : a narrative approach

Abstract

Regardless of constitutional protection in place for sexually diverse individuals in South Africa, societal attitudes and cultural norms continue to create challenges that prohibit full inclusion in higher education (Msibi, 2012). Universities are expected to create an inclusive environment for their students; however, individuals identifying as sexually diverse still face discrimination, exclusion and marginalisation on campus (Francis & Reygan, 2016a). Despite research conducted on the experiences of LGBTQI+ individuals in the higher education setting, limited research explores how sexually diverse students navigate social acceptance within heteronormative university spaces; hence this study explores the experiences of sexually diverse students regarding their social acceptance at a South African university. The study employs a qualitative research method, using semi-structured interviews to collect narratives from sexually diverse students at a South African university. The study is influenced by social constructionism (Berger & Luckmann, 1996). The study further uses narrative thematic analysis (Riessman, 2005), to explore the participants' experiences regarding their social acceptance in a university in South Africa. The findings of the study show that some students identifying as sexually diverse experience support through LGBTQI+ networks and institutional policies, and some continue to experience peer-based discrimination, microaggression and exclusion in social and residential spaces. Coping mechanisms such as peer support and hiding their identities emerged as themes in navigating these challenges. These findings further indicate that institutional policies fail to address the lived experiences of sexually diverse students regarding their social acceptance (Sithole, 2015). Coping mechanisms such as peer support and having to hide their identities emerged as themes in navigating these challenges. This study contributes to the understanding of how sexually diverse students experience social acceptance in higher education, further showing institutional efforts in ensuring the inclusion of individuals identifying as sexually diverse and the challenges they continue to face. The findings have recommendations for improving campus inclusivity and informing policies that address the needs of sexually diverse students.