Third -gender EFL teachers in Thailand: Issues and attitudes
Abstract
The purpose of this mixed-method study was to explore issues related to third-gender (TG) English teachers in government-run high schools in Thailand. The main issues investigated were students’ attitudes toward TG English teachers and TG English teachers’ self-perception. Altogether, 293 students from three high schools in the metropolitan, suburban, and rural areas of Udonthani province in northeastern Thailand completed questionnaires, and interviews were conducted with 4 public-school English teachers who identified themselves as TG. Results showed that students have an overall positive attitude toward TG English teachers; TG and female students, students from the metropolitan area school, and students whose parents have a favorable perception of TG individuals demonstrated the most positive attitudes. Meanwhile, the TG English teachers reported that they have experienced no discrimination in their roles as teachers and that they are confident they can serve as role models in terms of studying, learning English, and contributing to society. The TG English teachers also reported that they felt free to be themselves, although the level of openness they showed varied by individual, possibly due to each interviewee's unique personality.
Degree
Ph.D.
Advisors
Silva, Purdue University.
Subject Area
Language arts|Linguistics
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