UNDERSTANDING COLLEGE STUDENTS’ ATTITUDE TOWARDS GENDER EQUALITY AMONG MALE, FEMALE, AND NON-BINARY IN THAILAND
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Gender equality is crucial for achieving peaceful societies and creating sustainable development. Over the past decade, most studies have been concentrated on investigating males’ and females’ attitudes towards gender equality. None focuses on comparing the attitudes of young male, female, and non-binary genders. Consequently, this study aimed to fill this research gap by exploring differences among male, female, and non-binary undergraduate students’ attitudes towards gender equality, including its three domains, which are gender restriction, gender attribute, and gender domination. An online questionnaire was utilized to collect data. The samples were 225 undergraduate students. Data were analyzed using descriptive statistics, Welch’s ANOVA, and Games-Howell post-hoc test. The results were that male undergraduate students had a high attitude towards gender equality (x̄male = 1.8719, S.D. = 0.44), while female and non-binary undergraduate students had strongly high attitudes towards gender equality (x̄female = 1.5205, S.D. = 0.35; x̄non-binary = 1.4875, S.D. = 0.32). The undergraduate students of all three genders had mean scores of gender attribute (x̄male = 2.3184, S.D. = 0.72; x̄female = 1.8681, S.D. = 0.60; x̄non-binary = 1.8491, S.D. = 0.51) that fell into the interpretation score range higher than those of gender restriction (x̄male = 1.6813, S.D. = 0.46; x̄female = 1.4047, S.D. = 0.35; x̄non-binary = 1.3781, S.D. = 0.40) and those of gender domination (x̄male = 1.6797, S.D. = 0.60; x̄female = 1.2888, S.D. = 0.34; x̄non-binary = 1.2188, S.D. = 0.37). The Welch’s ANOVA showed a statistically significant difference in undergraduate students’ attitudes towards gender equality (F(df) = 17.211(2), p = .000*), a statistically significant difference in undergraduate students’ attitudes towards gender restriction (F(df) = 9.550(2), p = .000*), a statistically significant difference in undergraduate students’ attitudes towards gender attribute (F(df) = 10.190(2), p = .000*), and a statistically significant difference in undergraduate students’ attitudes towards gender domination (F(df) = 12.890(2), p = .000*). Games-Howell post-hoc test showed that female and non-binary undergraduate students had lower attitude mean scores towards gender restriction, gender attribute, and gender domination than those of male undergraduate students at a statistical significance level of .05. Hence, female and non-binary undergraduate students had attitude mean scores towards gender equality higher than male undergraduate students at a statistical significance level of .05. Nevertheless, there was no statistically significant difference between the female and non-binary undergraduate students’ attitude mean scores towards gender equality, including its three domains. Profit and non-profit organizations can promote gender equality by using large-scale media, public events, social media, community-based initiatives, aspirational reference groups, or celebrity appeals to influence the young generation’s attitudes. The Thai government may consider new policies, regulations, or facilities that support gender equality, such as equal rights, responsibilities, and opportunities for all genders.
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“ข้าพเจ้าและผู้เขียนร่วม (ถ้ามี) ขอรับรองว่า บทความที่เสนอมานี้ยังไม่เคยได้รับการตีพิมพ์และไม่ได้อยู่ระหว่างกระบวนการพิจารณาลงตีพิมพ์ในวารสารหรือแหล่งเผยแพร่อื่นใด ข้าพเจ้าและผู้เขียนร่วมยอมรับหลักเกณฑ์การพิจารณาต้นฉบับ ทั้งยินยอมให้กองบรรณาธิการมีสิทธิ์พิจารณาและตรวจแก้ต้นฉบับได้ตามที่เห็นสมควร พร้อมนี้ขอมอบลิขสิทธิ์บทความที่ได้รับการตีพิมพ์ให้แก่สถาบันการจัดการปัญญาภิวัฒน์หากมีการฟ้องร้องเรื่องการละเมิดลิขสิทธิ์เกี่ยวกับภาพ กราฟ ข้อความส่วนใดส่วนหนึ่งและ/หรือข้อคิดเห็นที่ปรากฏในบทความข้าพเจ้าและผู้เขียนร่วมยินยอมรับผิดชอบแต่เพียงฝ่ายเดียว”
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