Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Graduate Department of Clinical Psychology

First Advisor

Elliot Lawless, PsyD

Second Advisor

Amber Nelson, PsyD

Third Advisor

Steve Sherwood, DMin

Abstract

Over 4 million adults identify as LGBTQ Christians in the United States (Conron et al., 2020). Yet, despite increasing support in secular and religious circles alike, the LGBTQ community continues to face prejudice and discrimination in evangelical Christian spaces (Jones, 2026; Public Religion Research Institute, 2023). Unfortunately, much of this is experienced on Christian college campuses. During a crucial period of identity development, many emerging adults on these campuses struggle between their queer identities and Christian faith, leading to psychological distress, shame, and marginalization. However, previous research illustrates the integral role that social support plays in LGBTQ students’ wellbeing (Cook & Cain, 2025; Gabriele-Black & Goldberg, 2019). The current study examines the roles and perspectives of LGBTQ-affirming faculty on Christian college campuses. I interviewed 13 current and former staff and faculty at Christian higher education institutions to gain insight into their own and their students’ experiences and needs, and the systemic factors influencing them. After conducting a reflexive thematic analysis, I found five themes that together formed the overarching narrative of queer students and affirming faculty: 1) affirmation precipitated by relationship and faith, 2) precarious affirmation, 3) perceived conditional belonging, 4) institutional inconsistency, and 5) protection of power.

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