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Same-Sex Attracted Students Experiences with Sexual-Orientation-Based Hiring Policies at Goshen College Steven Zantingh Taylor University

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Same-Sex Attracted Students Experiences with Sexual-Orientation-Based Hiring Policies at Goshen College Steven Zantingh Taylor University Taylor University Pillars at Taylor University Master of Arts in Higher Education Theses Graduate Theses 5-2018 Same-Sex Attracted Students Experiences with Sexual-Orientation-Based Hiring Policies at Goshen College Steven Zantingh Taylor University Follow this and additional works at: https://pillars.taylor.edu/mahe Part of the Higher Education Commons Recommended Citation Zantingh, Steven, "Same-Sex Attracted Students Experiences with Sexual-Orientation-Based Hiring Policies at Goshen College" (2018). Master of Arts in Higher Education Theses. 112. https://pillars.taylor.edu/mahe/112 This Thesis is brought to you for free and open access by the Graduate Theses at Pillars at Taylor University. It has been accepted for inclusion in Master of Arts in Higher Education Theses by an authorized administrator of Pillars at Taylor University. For more information, please contact [email protected]. SAME-SEX ATTRACTED STUDENTS EXPERIENCES WITH SEXUAL- ORIENTATION-BASED HIRING POLICIES AT GOSHEN COLLEGE _______________________ A thesis Presented to The School of Social Sciences, Education & Business Department of Higher Education and Student Development Taylor University Upland, Indiana ______________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in Higher Education and Student Development _______________________ by Steven Zantingh May 2018 Steven Zantingh 2018 Higher Education and Student Development Taylor University Upland, Indiana CERTIFICATE OF APPROVAL _________________________ MASTER’S THESIS _________________________ This is to certify that the Thesis of Steven Zantingh entitled Same-Sex Attracted Students Experiences with Sexual- Orientation-Based Hiring Policies at Goshen College has been approved by the Examining Committee for the thesis requirement for the Master of Arts degree in Higher Education and Student Development May 2018 __________________________ _____________________________ Todd C. Ream, Ph.D. Date C. Skip Trudeau, Ed.D. Date Thesis Supervisor Member, Thesis Hearing Committee _____________________________ Drew Moser, Ph.D. Date Member, Thesis Hearing Committee ______________________________ Tim Herrmann, Ph.D. Date Director, M.A. in Higher Education and Student Development iii Abstract At a Christian institution, same-sex attracted individuals’ experiences and relationships may be vastly different, depending on the institution’s campus climate surrounding the LGBT+ community. This study was conducted to understand the role institutional hiring policies regarding same-sex attracted faculty play in informing campus climate and sexual minority students’ experiences. Referencing a recent non-discrimination policy change at Goshen College, this study sought to answer the following question: How did a change in a Christian institution’s non-discrimination policy regarding sexual minority faculty affect the experiences of same-sex attracted students? Utilizing a narrative qualitative research design, the researcher conducted interviews with seven past and present students of Goshen College. The individual stories, shared by these participants, allowed for a collective same-sex attracted student experience with the change in Goshen’s hiring policy. The results of this study highlighted the following key findings: heterosexism and inclusion, role models and future outlook, and the role of activism within Goshen’s same-sex attracted student community. iv Acknowledgements I am so incredibly thankful for the people who have supported me throughout this thesis process. In what felt like a constant uphill battle, this thesis has given me a better understanding of grit and resiliency. Better yet, it has also showed me the incredible support system I have. This support was found in members of Cohort X, faculty and staff of Taylor University, and my family. Thank you for your willingness to listen and pull me back up when the thesis had knocked me down. In particular I would like to thank Katie – my assistantship supervisor. Katie, thank you for modeling what it looks like to ask hard questions, for celebrating with me, and for continually pushing the envelope. Your guidance, edits, and friendship has made this thesis possible. I would also like to thank my sister Deanna. Deanna, on a basic level, the words on these pages would not be present if you had not offered an ear to listen, fingers to transcribe, or eyes to edit. Perhaps more important, you always pushed me forward; that every meeting, every email, and every tear-filled phone call was going to be worth it. I know that I am a better researcher because of your guidance, love, and support. v Table of Contents Abstract ......................................................................................................................... iii Acknowledgements ........................................................................................................ iv Chapter 1 Introduction ..................................................................................................... 1 Chapter 2 Literature Review ............................................................................................ 4 Sexual Identity Development ............................................................................... 4 Campus Climate ................................................................................................... 6 Same-Sex Attracted Faculty ............................................................................... 10 Same-Sex Attracted Faculty Members’ Impact on Students ................................ 11 Chapter 3 Methodology ................................................................................................. 15 Basic Design ...................................................................................................... 15 Context Participants ........................................................................................... 15 Procedures ......................................................................................................... 16 Analysis ............................................................................................................. 17 Benefits.............................................................................................................. 17 Chapter 4 Results ........................................................................................................... 19 Experience Prior to Policy Change ..................................................................... 19 Efforts Promoting Policy Change ....................................................................... 23 Policy Change .................................................................................................... 25 Experiences Post-Policy Change ........................................................................ 27 vi Reflection .......................................................................................................... 31 Chapter 5 Discussion ..................................................................................................... 32 Findings ............................................................................................................. 32 Limitations ......................................................................................................... 38 Implications for Practice .................................................................................... 40 Areas for Further Research ................................................................................. 41 Summary ........................................................................................................... 42 References ..................................................................................................................... 44 Appendix A: Survey Questions ...................................................................................... 49 Appendix B: Informed Consent ..................................................................................... 50 Appendix C: Figure 1. Participant Enrollment Timeline ................................................. 53 1 Chapter 1 Introduction In 2015, the Council of Christian Colleges and Universities updated its stance on homosexuality. This public statement reinforced that marriage is defined as the relationship between one man and one women and this stance was therefore to be reflected in the policies and conduct codes of its member institutions (CCCU, 2015). This statement, made in accordance with what was explained to be orthodox Christian values, directly regulates an institution’s hiring practices. Member institutions of the CCCU are, as a result, prohibited from hiring openly gay faculty. However, these regulations based on sexuality do not inhibit same-sex attracted students from enrolling at these Christian institutions. Some Christian institutions, while maintaining the CCCU’s statement on sexuality, offer support and affirmation to same- sex attracted students in the midst of their sexual identity formation. At CCCU institutions, sexual identity support given to sexual minority students cannot come from sexual minority faculty due to the policy-related probability that none exist. Knowing the CCCU’s stance on same-sex relationships, sexual minority students still choose to attend CCCU schools. These students may find comfort in the institution’s Christian doctrines or may hope to find answers to sexual identity concerns (Yarhouse, Stratton, Dean, & Brooke,
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