The global LGBTI+ Bear community, particularly its GMPD (Japan) segment, remains underrepresented in educational research and academic policy. This qualitative study explores how body diversity and sexual identity intersect to influence wellbeing, belonging, and inclusion among plus-size gay men within higher education. Six semi-structured interviews were conducted with self-identified Bear and GMPD researchers from the Czech Republic, Germany, UK and Brazil. Using reflexive thematic analysis, supported by peer debriefing and coding validation, the study examined how participants experience institutional recognition and representation in academic environments. Findings reveal three recurring themes: structural invisibility within diversity frameworks, self-censorship and stigma in research communication, and the absence of body-diverse perspectives in curricula and funding priorities. These patterns highlight systemic neglect of physical diversity as an educational and well-being concern. The study introduces the concept of body diversity literacy—a framework for integrating awareness of body representation into inclusive education, equity policy, and research evaluation. The findings underscore the need for inclusive pedagogical practices and institutional reforms that acknowledge physical diversity as integral to LGBTQ+ and diversity discourse in higher education.

Authors:
Lothar Filip Rudorfer, Charles University, Czech Republic

About the Presenter(s)
Mgr. Lothar Filip Rudorfer is a doctoral student in Educational and School Psychology, Charles University, Czech Republic

Additional website of interest
https://orcid.org/my-orcid?orcid=0000-0003-3089-4909

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