Being LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, questioning, intersex or asexual) in a new cultural context can bring international students unique challenges, including a clash of worldviews. International education practitioners need to be prepared to support students through these challenges, and be aware of available resources and referral opportunities.

This module discusses the following key themes:

• challenges for LGBTQIA+ international students
• Coming out
• LGBTQIA+ rights in Aotearoa
• supporting LGBTQIA+ international students
• resources for LGBTQIA+ international students
• returning home

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Both domestic and international LGBTQIA+ students may experience discrimination in the form of homophobia (a fear or prejudice against LGBTQIA+ individuals, including negative feelings toward gay people and discrimination they encounter). They may also experience discrimination in the form of heteronormativity (the assumption that heterosexual identities and relationships are the norm). At the same time, international students may face discrimination in the form of xenophobia and racism.

LGBTQIA+ international students have to face both sets of these prejudices, and they may feel like outsiders in various contexts due to these dual identities. This is sometimes called a double barrier, which refers to the isolation they may feel given the intersection of their cultural and sexual identities (Nguyen et al. 2017). A participant in a study of LGBT+ South Asians in New Zealand succinctly described this experience as feeling “marginalised twice over” (Bal & Divakalala 2022).

With their international student friends, LGBTQIA+ students may feel isolated. They may be less likely to seek social and emotional support from other international student peers, due to fear of their sexual orientation being discovered and their families finding out about their identity.  (Herridge et al. 2022). 

On the other hand, among domestic LGBTQIA+ students, LGBTQIA+ international students may feel they don’t fit in because they are dealing with quite different cultural, familial and even political environments. Bal & Divakalala (2022) found that ethnic and people of colour LGBT+ experiences in Aotearoa are very different to Pākehā LGBT+ experiences. For example, many LGBTQIA+ international students have to constantly manage family expectations of heterosexual marriage, which often reflects the conservative position of the monotheistic regions (e.g., Judaism, Christianity and Islam). Additionally, some students come from one of the 69 countries that still criminalise same-sex activity.

As a result, and to establish a sense of belonging, international students may modify their behaviours to create ways of coping. For example, they may distance themselves from individuals who appear racist, and at times, hold back from sharing their true identities (Nguyen et al. 2017). LGBTQIA+ international students may also be less likely to engage socially and to have an established support system for developing and navigating their sexual identity compared to domestic students (Oba & Pope, 2013).

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Practitioners should recognise that students will be at various stages of telling people about their gender identity and sexual orientation. Some students may have ‘come out’ to everyone, while others may be out only to certain people (eg, friends but not family), and still others may not have come out at all. This journey can cause considerable fear and anxiety.

Understanding where a student is in this journey is critical to understanding how an LGBTQIA+ student will or won't engage with the support and resources available. For example, a student who is not out or only out to certain people may not be ready to seek out support services. 

Here are some ways you can support students on their journey to be out:

• Make sure that information is widely available at various places across your institution, not only at a dedicated LGBTQIA+ space, which students who are not yet fully out may avoid.
• Coming out is a very personal decision, and there is no one ‘right’ way to do it. Encourage students to take their time and not to feel they have to come out before they are ready. 
• Don’t pressure students to come out to their family and friends at home. There may be cultural or religious reasons why the student does not feel safe or comfortable being out in their home country, and this is their choice.

Further information for students on coming out is available at NauMai NZ and OUTline.

People who would today be described as sexual and gender minorities have always lived in Aotearoa. Traditional Māori communities included people with a diversity of sexual orientations and gender identities, including takataapui (a term for close friends of the same sex), whakawāhine and tangatairatane (terms for trans women and trans men respectively). 

Today, Aotearoa is often called one of the most LGBTQIA+ friendly countries in the world. We are the first country to have an openly transgender politician and we have the most rainbow Parliament in the world, with 10% of our MPs being openly gay, lesbian or transgender.

Our Human Rights Act means people cannot be discriminated against on the basis of their gender or sexuality. Aotearoa has recognised same-sex civil unions since 2004 and legalised same-sex marriage in 2013, the first country in Pacific-Oceania to do so. Adoption by same-sex couples was also legalised in 2013.

International students should know – before arriving here – that the rainbow community is visible in Aotearoa, and most LGBTQIA+ people feel welcome and free to be themselves here. However, discrimination and prejudice unfortunately still happen. For example, LGBTQIA+ students are more likely to be bullied at school. 

Make sure your international students know that it is against the law in Aotearoa to be abused, humiliated or treated unfairly because of your gender identity or sexual orientation.

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Creating an environment where international students feel free to discuss anything is the most important step that practitioners can take toward helping LGBTQIA+ international students feel safe. Bal & Divakalala (2022) recommend educating yourselves about the nuances of ethnic and people of colour LGBTQIA+ experiences within the context of historical trauma, colonisation, migration or national and international displacements and movements. This may include a history of violence, religious extremism, sociocultural discrimination, geopolitical factors, intergenerational trauma, internalised queerphobia and racism, and stigmatisation of mental health and other kinds of support.  

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Here are some of the keys to creating a safe space for LGBTQIA+ international students:

1. Be careful with your language –Make an effort to become familiar with the language that is being used currently in the LGBTQIA+ community about the different types of identities that exist. However, don’t let the complexity of identity and language dissuade you from trying. Knowing the ‘correct’ term is not nearly as important as showing students that you are inclusive and willing to talk about these issues. At a minimum, keep language as neutral as possible (e.g., use terms like ‘partner’ rather than ‘girlfriend/boyfriend’) and avoid terms that are outdated or pejorative. Make an effort to use and share your own pronouns, and to recognise others’ pronouns in your communications.
2. Attend training – Participate in LGBTQIA+ awareness training in order to better understand and support students, and to ensure you are creating a safe place for everyone. This will help increase awareness and create a culture of affirmation and allyship within your institution. InsideOUT is just one of many organisations that provide such training to schools and organisations.
3. Establish a relationship with LGBTQIA+ groups and services at your institution – Invite them to speak or distribute material at international student orientations so students are aware of available resources in a nonthreatening way. Building relationships with LGBTQIA+ groups also starts a dialogue on how they can offer activities that are inclusive of students from different cultures and backgrounds. 
4. Display affirming literature and visual cues – Display items that show inclusivity and acceptance of the LGBTQIA+ community, such as posters, rainbow flags, ally collateral, or LGBTQIA+ support hotlines. These resources should show ethnic and racial diversity. This shows support and may make students more comfortable asking what resources are available. Some international students may be afraid or anxious about being seen entering a dedicated LGBTQIA+ space, so it is important that their information is available in other places as well.
5. Don’t make assumptions – A person’s behaviour does not necessarily correspond with how they describe their sexuality. For example, not all people who engage in same-sex sexual activity identify as gay, lesbian, bisexual or queer. In Aotearoa, we tend to see sexuality as something fixed and as an identity, rather than being about practices, which is the cultural expectation in some other cultures.
6. Create role models – LGBTQIA+ staff are critical for positive representation and as an additional resource and support for students. They can help students feel safe enough to discuss their identities and navigate experiences of being LGBTQIA+ in unfamiliar environments.
7. Encourage institution-wide changes – Having gender-neutral housing options, restrooms, and recreational facilities are important for both all LGBTQIA+ students. For some transgender students, having access to gender-neutral health insurance is a priority. At the policy level, ensure that there are non-discrimination statements and that gender-neutral language is used in institution-wide communications.

Once you have established your institution as a safe space for LGBTQIA+ international students, consider educational programming that recognises and supports their differing constructs of identity and experiences, as well as develops a sense of  belonging. This may include discussion of the complexities and value of identity differences, especially the concept of intersectionality. 

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LGBTQIA+ international students that come from countries where same-sex relationships are ostracised or criminalised may not have been provided the space to discuss their gender identity and sexual orientation in their home countries. Therefore, they may need LGBTQIA+ language resources, such as this one in English/French/Turkish/Farsi/Arabic to discuss their identity in either English or their first language.

Other sources of information for students include:

• Being LGBTQIA+ in New Zealand | NauMai NZ: Information specifically targeted at international students. 
• InsideOUT NZ: Resources for young people, allies, and institutions.
• RainbowYOUTH: Gender and sexuality peer support in support in Auckland, Bay of Plenty, Wellington &Taranaki.
• OUTLine NZ: Confidential, all ages support line.

Also see the modules on Sexual Healthcare and Healthy Relationships for more information on supporting LGBTQIA+ students in these areas.

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Returning home may be a particularly difficult time for many LGBTQIA+ students, particularly those who have experienced a new freedom and openness to express their identities for the first time. Some students may have ‘come out’ for the first time in Aotearoa, because being LGBTQIA+ in their home country felt too difficult, scary or unsafe. Identifying as LGBTQIA+ in their home country may have a range of negative outcomes including capital punishment, discrimination in employment, being unable to adopt children or marry, or experiencing hate crimes. 

As a result, many international students choose to be out in their study destination but not in their home country. They may end up feeling they have one identity in Aotearoa and a different identity back home. Practitioners need to support these decisions rather than pass judgement. It might also be helpful to develop your own religious literacy, if the student is disinclined to come out because they are returning to a society with conservative religious values. This will show the student that you have empathy for the challenges they face.

For students returning home, especially to geographically isolated areas where they are unlikely to have a community that understands them, online communities and groups can be a great resource and way for students to continue to connect with others in the rainbow community. Although online groups can never replace personal contact, they can provide a way to maintain some support when they leave Aotearoa. 

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This topic has helped IE practitioners understand the unique challenges that LGBTQIA+ international students might face in Aotearoa, and how we can make them feel safe and welcome here. This compliments the information on NauMai NZ, which may be useful for international students.

The following resources may be useful for readers who want to learn more.

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A research project exploring queer international student narratives in U.S. higher education 

How can educators support LGBTQI+ international students?

Improving LGBTQIA+ Students' Experiences in International Education 

Supporting LGBT International Students | NAFSA 

Bal, V., & Divakalala, C. (2022). Community is Where the Knowledge is: the Adhikaar Report. Adhikaar Aotearoa. 

Herridge, A. S., Bodine Al-Sharif, M. A., Leong, M. C., & Garcia, H. (2022). LGBTQIA+ International Students and Socioemotional Well-Being: Impact of Intersectionality on Perceived Experiences and Campus Engagement. Journal of International Students, 13(2). https://doi.org/10.32674/jis.v13i2.4553

Oba, Y. & Pope, M. (2013) Counseling and Advocacy with LGBT International Students. Journal of LGBT Issues in Counseling, 7(2), 185-193. DOI: 10.1080/15538605.2013.785468

Nguyen, H., Grafsky, E. & Lambert-Shute, J. (2017). The Experiences of Lesbian, Gay, Bisexual, and Queer International Students: A Systematic Review. Journal of Underrepresented and Minority Progress, 1(1), 80-94.