Lecturers' Knowledge and Perceptions of the Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, and Asexual (LGBTQIA+) Community in Higher Education Institutions in Johannesburg, South Africa

Abstract

This study explores lecturers' knowledge and perceptions of the lesbian, gay, bisexual, transgender, intersex, queer, and asexual (LGBTQIA+) community in higher education institutions in Johannesburg, South Africa. Using a qualitative research approach, purposive sampling was employed to select participants. Data was collected through face-to-face, semi-structured interviews with ten consenting lecturers and analysed thematically. The findings revealed four key themes: (1) lecturers’ perceptions of LGBTQIA+ students, (2) engagement and interactions with LGBTQIA+ students, (3) collaboration with other communities to support LGBTQIA+ students, and (4) concerns about misgendering. While lecturers demonstrated a general but limited understanding of the LGBTQIA+ community, they emphasized equal treatment of students regardless of gender or sexuality. Some lecturers actively involved external communities in lecture sessions to foster inclusivity. However, discussions on sexuality and gender remained limited among heterosexual lecturers. The study highlights the need for stronger collaboration with internal and external stakeholders to support LGBTQIA+ students through awareness campaigns and capacity-building initiatives. Although lecturers expressed concerns about misgendering, challenges persist in using appropriate terminology and pronouns. Overall, the findings underscore the importance of policy awareness, psychosocial support, and enhanced institutional support for LGBTQIA+ students.