Spirituality and sexual orientation of LGBQ+ undergraduate students : influences of campus environment in exploration of identity intersections

Identity development or formation is a complex process that varies depending upon the individual and context (Evans, et al., 2010). Although sexual identity development certainly takes place for all individuals, individuals with minoritized sexual identities must often face additional layers of potential barriers and complexities (both internal and external). Knowing that the collegiate experience plays a formative role in the identity development process for many students (Evans, Forney, Guido-DiBrito, Patton, & Renn, 2010), this study sought to better understand identity development in relation to sexual orientation and spirituality/faith of LGBQ+ undergraduate students. Utilizing intersectionality as the primary framework and queer theory as a secondary framework, this study addressed the following research questions: For students who identify as LGBQ+ and with a spiritual/faith identity: 1) What tensions, if any, do students experience between their spiritual identity and sexual orientation? 2) In what ways do students perceive the campus environment to affect their ability to explore their sexual orientation and spiritual identities? Drawing from phenomenological interviews and photovoice techniques with 16 undergraduate students who identify with a spiritual/faith background as well as a sexual minoritized identity at one predominately White research institution located in a Southern metropolitan area, six key findings were identified. Students experienced exploration of their spirituality/faith and sexual orientation in one of three ways at the time of data collection: 1) resolution of tension, 2) exploration of tension, and/or 3) living within dissonance. Other key findings included: 4) queering spirituality and sexual orientation, 5) finding support, and 6) universal hesitation to be fully known in all spaces. Findings from this study can be utilized to better understand the experiences of how LGBQ+ students explore both spirituality/faith and sexual orientation in the context of college campuses. In addition, findings from this study can be helpful to higher education administrators to identify ways in which students access and utilize (or do not utilize) available campus resources in relation to identity exploration and support of multiple marginalized sexual orientations and spirituality/faith.Educational Leadership and Polic