本论文以泰国H高校大学生为研究对象，聚焦其在多元性别文化背景下对性别多 样性与性别认同感的概念理解、特征认知及接纳态度，搭建个人、家庭、学校、社会 四维分析框架。采用便利抽样线上发放问卷242份，回收有效问卷188份，有效回收率 77.6%；借助SPSS完成信效度、均值、交叉分析，补充独立样本T检验、ANOVA、皮尔逊 相关分析，并构建回归模型识别关键影响因素。问卷整体克隆巴赫α系数0.931， KMO=0.719，数据信效度良好。样本中非二元、LGBTQ+群体占比53.72%，高于泰国高校 常规人口分布；全维度测项均值介于2.47–3.41，均低于3.5，其中家庭维度是阻碍性 别认同的首要来源，社会偏见为外部最大约束，学生自身性别文化认知短板最为突 出。研究发现泰国大学生性别多样性认同整体中等偏上，但传统性别规训、家庭教育 保守性、校园性别包容制度缺失、社会刻板印象形成多层制约。据此从个体、家庭、 学校、社会短期-中期-长期分层提出配套对策。研究创新在于首次将融合社会认同理 论、多元文化能力理论的多层分析框架系统性运用于泰国高校学生群体，填补本土细 分群体实证空白，提升研究科学性与校园治理实践价值。
This thesis takes undergraduates from H University in Thailand as research subjects, exploring their comprehension, characteristic perception and acceptance of gender diversity and gender identity under the local multi-gender cultural context, and constructs a four-dimensional analytical framework covering individual, family, school and society. A total of 242 online questionnaires were distributed via convenience sampling, with 188 valid responses collected, representing an effective response rate of 77.6%. SPSS software was adopted for reliability and validity tests, descriptive mean analysis and cross-tabulation. Independent sample T-test, one-way ANOVA and Pearson correlation analysis were further conducted, and multiple linear regression was applied to identify core influencing factors. The overall Cronbach’s Alpha of the questionnaire reached 0.931, and the KMO value was 0.719, indicating satisfactory reliability and validity. Non-binary and LGBTQ+ respondents accounted for 53.72% of the sample, higher than the average distribution of Thai university populations. The mean scores of all measurement items ranged from 2.47 to 3.41 (all below 3.5). Family factors constitute the primary barrier to gender identity acceptance, social prejudice acts as the major external constraint, and insufficient self-awareness of local gender culture is the most prominent individual limitation. Results demonstrate that Thai university students hold a moderately high overall recognition of gender diversity, yet their acceptance is restricted by traditional gender norms, conservative family gender education, insufficient inclusive campus institutions and pervasive social stereotypes. Short-term, medium-term and long-term targeted strategies are proposed from individual, family, school and social perspectives. This research innovatively integrates Social Identity Theory and Multicultural Competence Theory into a multi-layer analytical framework for Thai college students, filling the empirical research gap of this specific local group and providing scientific references for inclusive campus construction.
