Policy, acceptance, and identity

Social (In)justice and LGBTQ+ inclusivity in Thai and Filipino higher education

Bibliographic Data

ID22205784
AuthorsTaweeluck Pollachom (Walailak University, corresponding author), Uswatun Khasanah (0000-0002-4923-7194, Victoria University of Wellington), Francis G Balazon (0000-0003-0143-2983, Batangas State University), Dianne S Cullar (0000-0002-5173-3170, Batangas State University), Fil Laurence Mamato (0000-0003-4476-8241, Batangas State University)
Year2026
Volume13
Pages102476
Publication date2026-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Sciences & Humanities Open (JOURNAL)
Journal identifiersISSN: 2590-2911 • E-ISSN: 2590-2911
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2026.102476
OpenAlexW7124439491
LanguageEN
References cited42

This study investigates how institutional policies, language norms, and sociocultural dynamics intersect to shape lesbian, gay, bisexual, transgender, and queer (LGBTQ+) inclusivity and identity expression in Southeast Asian higher education, focusing on Thailand and the Philippines. Guided by Queer and Institutional Theories, the research examines associations between policy satisfaction, acceptance within family and university environments, and everyday linguistic practices that reinforce or disrupt heteronormativity. A mixed-methods design was employed with 209 undergraduate students (118 Thai, 91 Filipino) who completed a 7-point Likert-scale survey and open-ended reflections. Quantitative results showed that Thai students reported significantly higher satisfaction with university policies, particularly those supporting gender expression through flexible uniform and graduation attire regulations, than Filipino students (d = 1.03, p < .001). Thematic analysis revealed perceived policy–practice gaps in both settings, with Filipino students more frequently describing limited enforcement and strong cultural and familial resistance. Participants across both countries emphasized the need for clearer institutional guidelines, inclusive language practices, and sustained staff training. The findings illustrate how higher education institutions function as contested spaces where policy, language, and culture interact to reproduce or unsettle social (in)justices, offering actionable implications for equity-oriented reforms in Southeast Asian language and education policy

Enforcement · Higher education · Qualitative research · Sociocultural evolution · Thematic analysis · Gender Studies in Language · LGBTQ Health, Identity, and Policy · Multilingual Education and Policy

Tools

Open DOIOpen Access