Priyanka Behrani Navrachana University, Vadodara Kiransinh N. Rajput Government Arts College Shahera, Panchmahal, Gujarat
Pages:78-85
The paper focusses on the attitude of teachers towards inclusion of LGBTQI students in
higher education and the challenges faced by them from teachers. The first objective of
the research is to examine teachers’ attitude toward inclusion of lesbian, gay, bisexual,
transgender and queer (LGBTQ) students in higher education and how demographic
variables that is gender, experience and age of the teacher may be related to teachers’
attitudes. The second objective of the research is to study perceived challenges faced by
LGBTQ students by teachers. The third objective of the research is to identify suggestion
to minimize and resolve challenges faced by LGBTQ students from the teachers. Total
150 higher education institutions teachers will be taken as sample for the study. Attitude
toward Inclusion of LGBTQ Students in Education scale was developed based on
review of literature and face validated by experts. It is a five point Likert’s scale which
measure teachers’ attitudes about LGBTQ students. The scale also measure Teachers’
perception of challenges faced by LGBTQ Students and suggestion to minimize and
reduce challenges faced by LGBTQ Students. The data was analysed by descriptive
statistics (Mean and SD) and Mann–Whitney U test and Kruskal–Wallis H. Result shows
that teachers’ have mild positive attitude toward inclusion of LGBTQ students in higher
education. Female teachers have more positive attitude toward inclusion of LGBTQ in
higher education as compare to male teachers. Teachers who have firsthand experience
with LGBTQ community have more positive attitude toward inclusion of LGBTQ in
higher education compare to teachers teacher who do not have any experience with
LGBTQ community.
Keywords: Teachers, LGBTQ Students, Attitude, Higher Education Institutes and
Inclusive Education.