Exploring the Meaning-Making Process of Lesbian, Gay, Bisexual, and Questioning Students of Color and Faith Thesis Presented in Partial Fulfillment of Requirements for the Degree Master of Arts In the Graduate School of The Ohio State University By Christopher M. Woods, B.A. Master of Arts Candidate Graduate Program in Education and Human Ecology Department of Higher Education and Student Affairs The Ohio State University 2013 Thesis Committee: Dr. Terrell L. Strayhorn, Advisor Dr. Susan R. Jones Copyright by Christopher M. Woods 2013 Abstract The purpose of this constructivist grounded theory study was to explore how lesbian, gay, bisexual, and questioning (LGBQ) college students of color and faith perceive and make meaning of their multiple and intersecting social identities. A primary aim of the study, consistent with its methodology, was to capture and describe this process in the words and experiences of the participants themselves. Three research questions guided the study: a. How do LGBQ college students of color and faith perceive and make meaning of their multiple social identities? b. What identities, if any, seem to become more or less salient for these students in the meaning-making process? c. What role, if any, does meaning making play in the development of their sense of belonging on campus? Semi-structured interviews with eight LGBQ college students of color and faith at a large, predominantly White institution in the Midwest revealed that, as participants made meaning of the relationship between their sexual orientation, faith, and race/ethnicity, all of the participants described a contention between their sexual orientation and faith identities that challenged them to (re)frame faith in a way that would allow them to integrate their faith and sexual orientation. Faith was framed for the participants by external factors, such as churches, parents, and schools. In making ii meaning of the contention that these external factors set up for the navigation of their multiple identities, LGBQ students of color and faith must (re)frame faith in a way that matches their beliefs, opinions, and commitments around their sexual orientation and faith identities. This emerging theory provides an often-untold narrative that LGBTQ people of color can also identify with their faith identities. Furthermore, the way that these participants made meaning of their various experiences and (re)framed faith resists the common discourse around faith and sexual orientation. iii Acknowledgements I distinctly remember my faculty meeting with Dr. Terrell Strayhorn during my interview weekend two years ago. In that half hour I felt an immediate connection as I had a chance to discuss my research interests around the experiences of LGBTQ people of color and faith, discuss transnational queerness, and admire his amazingly extensive shoe collection. I have been blessed to have Dr. Strayhorn serve as my advisor during my time in the Master’s program at Ohio State University. I will forever be grateful for your support and encouragement in completing this thesis, presenting nationally on our research, and the many challenges I have experienced in my time at Ohio State. I would like to thank Dr. Susan Jones for agreeing to be a part of my thesis committee. Although I may have cried many times after receiving your very detailed and meticulous edits to my work these past two years, it has only made me a stronger writer and researcher. Your classes have challenged me to think more critically about college student identity development, as well as the qualitative approaches and theoretical frameworks that guide research on these topics. I have the utmost respect for your research and am inspired by the work you have done and continue to do around college student identity development. John, Zeek, Mike, Dynea, Raj, Christopher, Kevin, and Nick—Thank you for taking the time to meet with me and trusting me enough to share your stories. Your lived experiences navigating the complexities of your faith, sexual orientation, and iv race/ethnicity have illuminated themes that I hope can help shed light on the experiences of LGBQ students of color and faith. The ways that you conceptualize your multiple, intersecting identities have also challenged me to think differently about my own identities and experiences. I greatly value your stories and the relationships we have built as a result of your participation. Although my thesis committee and participants have been integral to my success in completing this thesis, I could never have completed this study without the support of the people I have come to trust and care about the most. I want to thank my supervisors Paul Wojdacz and Angie Wellman for supporting me through this process and during my time at Ohio State. You both inspire me to be a better social justice educator and student affairs professional. Rachel Weber, my dearest friend at Ohio State, thank you so much for being my strongest support system these past two years. You have motivated me to push forward with this thesis when I was ready to quit. Thank you for believing in me constantly, taking time to study with me, editing my work, caring about me selflessly, and loving me unconditionally. I want to thank my mother Elena Gonzalez. Words cannot begin to describe how much I appreciate you. Not only does your strength, humility, and selflessness inspire me, but you have served as a role model who has fostered my passion for social justice. The way that you value all people, regardless of their social standing, and the manner in which you have dedicated your life to the field of social work inspires me daily to advocate for and empower marginalized peoples. Thank you for instilling within me a faith in God. Although I have come to self-author my faith in ways that differentiate v from your beliefs, you continue to support me in every aspect of my identities and have allowed me to feel whole. Finally, without God, none of this would be possible. vi Vita June 2007…………………………Mount Saint Michael Academy for Boys; Bronx, NY May 2011………………………B.A., English, Religious Studies, New York University Fields of Study Major Field: Education Specialization: Higher Education and Student Affairs vii Table of Contents Abstract.............................................................................................................................. ii Acknowledgements .......................................................................................................... iv Vita ................................................................................................................................... vii List of Tables ................................................................................................................... xii Chapter 1: Introduction ....................................................................................................1 Purpose of the Study and Research Questions.................................................................4 Significance of Study.......................................................................................................4 Delimitations....................................................................................................................7 Conclusion .......................................................................................................................8 Chapter 2: Literature Review.........................................................................................10 Theoretical Frameworks ................................................................................................11 Intersectionality..........................................................................................................15 Intersections of Race/Ethnicity and Faith Identity.........................................................18 Intersections of Sexual Orientation and Faith Identity ..................................................23 Intersections of Race/Ethnicity and Sexual Orientation ................................................31 Intersections of Race/Ethnicity, Sexual Orientation and Faith Identity .......................35 Conclusion .....................................................................................................................38 Chapter 3: Research Methodology ................................................................................42 viii Epistemological Framework ..........................................................................................43 Methodology..................................................................................................................44 Methods..........................................................................................................................46 Purposeful Sampling..................................................................................................46 Recruitment of Participants........................................................................................48 Participants.................................................................................................................50 Data Collection ..........................................................................................................52 Data Analysis.........................................................................................................56 Constant Comparative Approach...............................................................56 Coding Data ...............................................................................................57