1. Janice T. Folk
August 14, 2013
THE GLBT COMMUNITY
&
CATHOLIC INSTITUTIONS

2. There is a theme of
condemnation for
homosexual
behavior.
We LOVE everyone
and respect others,
though!
THE BIBLE & HOMOSEXUALITY

3. SO…

4.  Welcome all students into a vibrant campus community that
celebrates God’s love for all.
 Grounds policies, practices, and decisions in the teachings
and living tradition of the Church. Builds and prepares the
student affairs staff to make informed contributions to the
Catholic mission of the institution.
 Enriches student integration of faith and reason through the
provision of co-curricular learning opportunities.
 Creates opportunities for students to experience, reflect upon,
and act from a commitment to justice, mercy, and
compassion, and in light of Catholic and social teaching to
develop respect and responsibility for all, especially those
most in need.
PRINCIPLES OF “GOOD PRACTICE”
AT CATHOLIC INSTITUTIONS

5.  Challenges students to high standards of personal behavior
and responsibility through the formation of character and
virtues.
 Invites and accompanies students into the life of the Catholic
Church through prayer, liturgy, sacraments, and spiritual
direction.
 Seeks dialogue among religious traditions and with
contemporary culture to clarify beliefs and to foster mutual
understanding in the midst of tensions and ambiguities.
 Assist students in discerning and responding to their
vocations, understanding potential professional contributions,
and choosing particular career directions.
PRINCIPLES OF “GOOD PRACTICE”
AT CATHOLIC INSTITUTIONS

6.  21 out of 28 Jesuit institutions had anti-discrimination
statements as part of their policies. Why didn’t Boston
College have one?
 Seton Hall University
ANTI-DISCRIMINATION STATEMENTS
&
GLBT SUPPORT ORGANIZATIONS

7. Why would
Catholic
Institutions
initiate
change?
THERE’S SO MUCH
QUESTIONING EVEN
JUST WITHIN THE
CHURCH…

8. THE ARCADIA
RESOLUTION

9. “The consequences of the ruling could
reportedly require schools and colleges to allow
young men who consider themselves women to
use bathrooms and locker rooms of the
opposite sex. It could also lead to ‘gender-
inclusive housing,’ which would be morally
problematic for Catholic colleges.
It would hardly be an anomaly for the federal
government to force Catholic colleges to act
against their values, as the Obama
administration will soon require that Catholic
colleges provide health coverage that includes
abortifacients, contraceptives, and sterilization
procedures.
And just last year, the Education Department’s
Office for Civil Rights ruled that Merrimack
College in North Andover, Mass., was “not
providing equal opportunity for women to
participate in its intercollegiate athletics
program” in compliance with Title IX
regulations. It actually ordered them to form a
girls’ ice hockey team.”
-Catholic Education Daily, August 1, 2013
THE ARCADIA
RESOLUTION!

10. If we don’t
break the
cycle, nothing
changes. In
Catholic
Institutions of
higher
education, it
seems to be
the students
who break this
cycle of fear,
ignorance,
confusion, and
insecurity to
make change
in the support
of the GLBT
communities.
BOBBIE
HARRO’S
CYCLE OF
SOCIALIZATION

11. If students are
not given the
opportunity to
feel
comfortable
with their
newfound or
possible
identity, how
will they
progress
beyond Level 3,
4 or 5? While
they may find a
subculture
group online or
off campus,
they may not
have an
alternate
opportunity.
CASS’
MODEL OF
IDENTITY
FORMATION

12. MY EXPERIENCE: STONEHILL COLLEGE

13.  Stand up for the needs of our students, faculty, and fellow
staff members.
 Examine the policies and procedures and how they may
impact the GLBT community on campus.
 Show support for student organizations supporting GLBT
community.
 Support Safe Zone and other trainings/programs at your
institution.
 Start small – addressing overheard bias.
 It could come down to what hill are you willing to die on?
WHAT CAN STUDENT AFFAIRS
PRACTITIONERS DO?

14. Bartlett, T. (2005). Coming Out of the Catholic Closet. Chronicle Of Higher Education,
52(16), A8-A10.
Catholic College Warmly Welcomes Gay Students. (2005). University Business, 8(7),
16.
Estanek, S. M. (1998). WORKING WITH GAY AND LESBIAN STUDENTS AT CATHOLIC
COLLEGES AND UNIVERSITIES: A STUDENT AFFAIRS PERSPECTIVE. Catholic Education:
A Journal Of Inquiry & Practice, 2(2), 151-158.
Getz, C., & Kirkley, E. (2006). SHAKING UP THE STATUS QUO: CHALLENGING
INTOLERANCE OF THE LESBIAN, GAY AND BISEXUAL COMMUNITY AT A PRIVATE ROMAN
CATHOLIC UNIVERSITY. College Student Journal, 40(4), 857-869.
Love, P. G. (1998). Cultural barriers facing lesbian, gay and bisexual students at a
Catholic college. Journal Of Higher Education, 69(3), 298-323.
Maher, M. J. (2003). SOME BACKGROUND ON ADDRESSING THE TOPIC OF
HOMOSEXUALITY IN CATHOLIC EDUCATION. Catholic Education: A Journal Of Inquiry &
Practice, 6(4), 498-515.
McKinney, J. S. (2005). On the Margins: A Study of the Experiences of Transgender
College Students. Journal Of Gay & Lesbian Issues In Education , 3(1), 63-75.
Sexual Orientation Protection in Religious Settings. (2005). Perspective (08889732),
20(12), 1-2.
Taulke-Johnson, Richard. (2008). Discourse: Studies in the Cultural Politics of
Education, 29, 1, 121-123.
Yoakam, J. R. (2006). Resources for Gay and Bisexual Students in a Catholic College.
Journal Of Men's Studies, 14(3), 311-321.
REFERENCES