Human Rights Violation: Its impact on the mental well-being of LGBTI students in a South African rural-based university

Abstract

This article reports on human rights violation, and its impact on the mental well-being of lesbian, gay, bisexual, transgender and intersex students in a South African rural-based university. A qualitative multi-method approach was adopted, underpinned by interpretative phenomenological analysis. Data were collected using semi-structured individual interviews (N=20) and focus group interviews (n=4x5). The data were analysed thematically using interpretative phenomenological analysis. The results of the study indicate that university employees and heterosexual students violate lesbian, gay, bisexual, transgender and intersex students` human rights. Violation of the Human Rights has implications for the mental well-being of the studied population.

Higher Education Pathways

“…Overall, the studies suggest that campus communities (including student residences) are not places where LGBTI students feel fully safe or comfortable: 'Most of the research findings … [in this issue] indicate that the institutions of higher education in SADC are still heteronormative and LGBTI staff and students are marginalized, prejudiced and discriminated against' (Nduna, Mthombeni, Mavhandu-Mudzusi, & Mogotsi, 2017, p. 1; see also Munyuki & Vincent, 2017). LGBTI students at an unnamed rural university reported regular threats of violence and theft (Mavhandu-Mudzusi & Sandy, 2017); black gay men living in all-male residences at Wits reported institutionalised homophobia in student residence house committees (Kiguwa & Langa, 2017). Lesch, Brits, and Naidu (2017) show how same-sex couples have to monitor their behaviour on campus, knowing precisely which parts of campus are gay-friendly and which are not, and are nervous to publicly display affection for fear of backlash or of causing offence.…”

A feminist analysis of Black lesbian students’ academic and social experiences at a technical and vocational education and training institution in KwaZulu-Natal Province, South Africa.

“…This implies that LGBTQ+ students are a clear minority group and, as a result, they are often invisibilised, traumatised and pushed to the margins in these educational institutions. This may lead to their reluctance to attend classes or even the termination of their education or training based upon anxiety around their safety in the higher education environment (Mavhandu-Mudzusi & Sandy, 2017).…”