Priyanka Behrani Kiransinh N. Rajput
Navrachana University, Vadodara Government Arts College Shahera, Gujarat
Page:120-128
The paper focuses on the attitude of teachers towards the inclusion of LGBTQ Students
in higher education and the challenges faced by them from teachers. The first
objective of the research is to examine teachers’ attitudes toward inclusion of lesbian,
gay, bisexual, transgender and queer (LGBTQ) students in higher education and how
demographic variables that are gender, experience, and age of the teacher may be
related to teachers’ attitudes. The second objective of the research is to study Teacher’s
perception of challenges faced by LGBTQ students. The third objective of the research
is to identify suggestions to minimize and resolve challenges faced by LGBTQ students
from the teachers. A total of 150 higher education institutions teachers were taken as
sample for the study. Attitude toward Inclusion of LGBTQ Students in Education scale
was developed based on the review of literature and face validated by experts. It is a
five-point Likert scale that measures teachers’ attitudes about LGBTQ students. The
scale also measures Teachers’ perception of challenges faced by LGBTQ Students
and suggestions to minimize and reduce challenges faced by LGBTQ Students. The
data were analyzed by descriptive statistics (Mean and SD) and Mann–Whitney U test
and Kruskal–Wallis H. Result shows that teachers’ have a mild positive attitude toward
the inclusion of LGBTQ students in higher education. Female teachers have more
positive attitude toward the inclusion of LGBTQ in higher education as compared to
male teachers. Teachers who have firsthand experience with LGBTQ community have
a more positive attitude toward the inclusion of LGBTQ in higher education compared
to teachers who do not have any experience with the LGBTQ community. .
Keywords: Teachers, LGBTQ Students, Attitude, Higher Education Institutes, and
Inclusive Education.