Belonging and exclusion: Exploring the social and academic adjustment of LGBTQ+ students in South African higher institutions. A cross-sectional mixed method study.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i12.1976

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

DOI:

https://doi.org/10.51168/sjhrafrica.v6i12.1976

Keywords:

LGBTQ students, higher education, social exclusion, academic adjustment, South Africa, campus climate, belonging, mixed methods

Abstract

Background
LGBTQ+ students in South African higher education institutions often face multifaceted challenges related to their identity, which can influence both their academic success and social integration. Despite South Africa's progressive constitutional protections for sexual minorities, heteronormative attitudes and institutional cultures may perpetuate exclusionary practices. This study investigates how LGBTQ+ students navigate belonging and exclusion within university settings and the effects on their academic and social adjustment.

Methods
A convergent mixed-methods design was adopted. Quantitative data were collected via structured questionnaires from 320 self-identified LGBTQ+ students across three public universities in South Africa. Key variables included academic performance, peer interaction, institutional support, and perceived discrimination. Qualitative data were obtained through 20 in-depth semi-structured interviews, enabling exploration of lived experiences and coping strategies. Quantitative data were analysed using descriptive statistics and regression analysis, while qualitative responses underwent thematic analysis.

Results
Quantitative findings revealed that 63% of respondents experienced moderate to high levels of exclusion, which negatively correlated with academic performance (r = -0.41, p < 0.01). Peer support and institutional inclusivity measures were significantly associated with a sense of belonging and academic engagement. Qualitative themes included: “Invisible Identities in Lecture Halls,” “Microaggressions and Campus Climate,” and “Creating Queer Safe Spaces.” Many participants reported self-censorship, isolation, and reliance on informal support networks to survive emotionally and academically.

Conclusion
LGBTQ+ students in South African universities continue to face systemic and interpersonal challenges that hinder full inclusion and academic success. While some institutions have implemented diversity policies, the gap between policy and practice remains significant.

Recommendation
Higher education institutions must strengthen LGBTQ+ visibility and inclusion through proactive policies, sensitization training for staff and students, and the creation of dedicated support structures such as LGBTQ+ resource centres. Further longitudinal research is recommended to assess the impact of inclusive policies on student outcomes over time.

Author Biography

Sibonelo Thanda Mbanjwa, Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

is a dedicated lecturer in the Department of Nature Conservation at Mangosuthu University of Technology (MUT), South Africa. He holds a Ph.D. in Environmental Science and specializes in biodiversity conservation, sustainable development, and environmental education. Dr. Mbanjwa is deeply committed to community engagement, student mentorship, and the integration of indigenous knowledge systems into conservation practices. His work bridges academia and practical application, empowering students and communities through innovative teaching, research, and outreach initiatives.

References

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