Charity Stutzman
CSA 543, Henck
November 2, 2009
Ethical Issues Paper
Currently in many Christian institutions of higher education, Lesbian, Gay,
Bisexual, or Transgender (LGBT) students find little support from university
practices and policy. There is little representation of individuals whom identify as
LGBT in faculty and staff. Students have no office, location or publically identified
safe place to gather. Christian College campuses could be described as a “chilly
climate” for LGBT students.
Many may question, on the basis of Civil Rights, how a system of education
can practice such blatant discrimination. Unfortunately, Christian private higher
education may be safe from legal ramifications and continue to practice in such a
way. Yet when looking at this from an ethical perspective, are staff and student
service professionals, in such an environment, acting morally and fair.
According to the Velasquez & Andre article, the point to begin thinking about
the ethical and moral issues is looking at the facts. The facts of LGBT students’
experience in Christian higher education unfortunately are vague. Because of the
stigma and disapproval from the church of the LGBT lifestyle, many of the stories
are never told. LGBT students are reserved and hidden at a Christian college.
Moreover if there are significant problems with peers, in the classroom, at home, or
in the dorms, few staff may recognize it as emotional stress of a “chilly climate”
based on sexual orientation. Unfortunately, LGBT students find little support and
validation based on their LGBT culture, lifestyle and/or identity at Christian
universities.
As research has shown with other marginalized groups based on race,
ethnicity and culture, validation of identity, support from staff and faculty, and
acceptance from peers serves to benefit student retention and engagement.
Therefore we can assume that many LGBT students are at a disservice in a Christian
college. In addition, there exists a tension for staff in working with LGBT students.
How can they support and serve students when they personally disagree with their
lifestyle and identity? Is it ethically or morally correct to not provide a safe place to
gather, not hire a staff member who is an ally of the LGBT community, and not be
intentional about changing the campus culture and climate?
When examining the LGBT policy and practice under the “Fairness and
Justice Approach”, it is clear that the university is acting in a way where certain
students receive greater benefits. There is clear favoritism and support for students
who do not identify as LGBT. This is represented in programming, resident life, and
staff. The fact that a LGBT student does not have an opportunity to be a mentee or
does not have a safe place to work through identity development while other
students do is not fair. Staff should create programs and learning outcomes based on
identity development for all students.
The identity development of students should be a service provided by a
Christian university that is moral and ethical in practice. Student affairs staff should
respect the individual student and the process through which they are going. In the
“Rights Approach”, individuals have freedom to make decisions for their life. The
university should not step in and coerce or manipulate this process. Another legal
way to look at this is the university should not act in loco parentis . It is instead the
role of the university to foster an environment where student feel safe and
validated. In regards to the LGBT community, isn’t it fair and morally correct to
provide a safe place on campus where students can grow in their identity?
Lastly, this paper is written with my Christian perspective. The church and
many traditions are diverse in opinions and beliefs towards individuals who identify
as LGBT. I work under the framework of the “Common Good Approach”. I believe
Jesus Christ modeled this in the gospels and stories in the Old Testament model a
just system. As understood in the “Common Good Approach”, individuals in a
community are connected to each other. Our actions have a direct impact on those
around us. If one is sick then we all are sick, if one is hurting then we all are hurting.
As Christ said we are united with him as he is with the Father. The Catholic Church
believes when you participate in communion, you are drinking the blood and eating
the body of Christ, therefore Christ lives in you and in those around you. Regardless
of whether a student identifies as Christian or a believer and follower of Christ, my
belief does influence the work I do and my actions towards all students.
From my personal experience and observations, I have seen many LGBT
student marginalized and at a disservice because of their identity. The emotional
weight they burden and the lack of support they are given saddens me. Moreover it
becomes far worse of a burden under the umbrella of Christian higher education. I
see many students lose faith in the community and “body of Christ” and as a result
lose faith in God. Specifically their spiritual development needs are not meant.
Understanding who God is and what it means to be a Christian is something all
students should be given the chance to experience, regardless of their choices,
lifestyle and/or identity. As a professional, I would strive to provide fair service for
all student that considers the good of all involved and works towards the benefit of
the community.