REDEFINING IDENTITY IN HIGHER EDUCATION: THE TRANSITION EXPERIENCES OF GAY MALE STUDENTS
DOI:
https://doi.org/10.46827/ejsss.v11i3.2013Trefwoorden:
gay male students, university transition, identity development, resilience, LGBTQ supportSamenvatting
Gay male students in higher education often navigate not only academic and social adjustments but also the personal process of affirming and expressing their sexual identity, which can present unique challenges during their transition into university life. This qualitative phenomenological study explored the lived experiences of five gay male university students using Collaizi’s strategy for analyzing in-depth interview data. The findings revealed that participants generally experienced a welcoming academic environment but often approached their transition with cautious identity expression, gradually building self-confidence and authenticity. Sexual identity influenced their educational journey by fostering motivation, resilience, and advocacy for inclusivity, while a combination of supportive relationships and occasional subtle exclusion shaped social integration. Challenges ranged from fear of judgment and stereotypes to isolated incidents of discrimination, addressed through resilience, selective disclosure, and self-care strategies. Support systems—primarily friends, family, mentors, and inclusive organizations—were crucial to fostering belonging and personal growth, though access to formal LGBTQ+ programs varied. Over time, students reported significant personal development, deeper acceptance of their identities, and a clear sense of how their experiences shaped their academic and career goals. These findings underscore the need for universities to strengthen LGBTQ+-inclusive support systems, mentorship opportunities, and safe spaces to ensure that gay male students can thrive both academically and personally.
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