Document Type

Thesis

Degree Name

Master of Social Work (MSW)

Department

Social Work

Faculty/School

Lyle S. Hallman Faculty of Social Work

First Advisor

Michael R. Woodford

Advisor Role

Supervisor

Abstract

Research highlights that Christian campuses are often unwelcoming and hostile spaces for lesbian, gay, bisexual, transgender, queer, and other gender and sexually diverse (LGBTQ+) students. Yet, research, including emerging Canadian research, often overlooks how institutional policies shape LGBTQ+ students’ experiences. Further, little attention is given to the affirming experiences LGBTQ+ students encounter on Christian campuses. Through a collective case study of two Canadian Christian universities involving document analysis and interviews, I explored the discourses that school policies constructed concerning gender and sexuality, LGBTQ+ students’ experiences of exclusion and affirmation, and how policy, alongside other factors, shapes their experiences and well-being. As well, I examined ways in which students’ identities were affirmed and their resilience. Findings show that while anti-LGBTQ+ policies contribute to discrimination and the gradual erosion of students’ wellbeing, students find meaningful instances of affirmation internally and from faculty, staff, and peers. The findings bring visibility to LGBTQ+ students’ experiences and highlight the importance of school community members affirming students’ LGBTQ+ identities in the context of exclusion.

Convocation Year

2025

Convocation Season

Fall

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