A descriptive case study exploring marginalization and sense of belonging in lesbian, gay, bi-sexual, transgender, queer, or intersex students at Christian colleges and universities.

As LGBTQI+ college student enrollment increases, Christian Colleges, and Universities (CCUs) struggle to balance inclusion policies and a healthy campus climate for lesbian, gay, bisexual, transgender, queer, and intersex + (LGBTQI+) students while maintaining biblical teachings that state same-sex relationships go against scriptural practices and God’s intent of human sexuality. As a result, CCU policies led to contradictory statements that left LGBTQI+ students questioning their sense of belonging, identity, and faith while feeling marginalized at CCUs. Furthermore, published research and this current study revealed not all CCUs provided LGBTQI+ students the same opportunities, welcoming environment, and support as heterosexual students on campus. Not feeling supported at their CCU significantly impacts the lives of LGBTQI+ students personally and academically. This descriptive case study explored marginalization and a sense of belonging in LGBTQI+ students at CCUs. Using a qualitative approach, I used semi-structured interviews and a focus group of six participants, aged 20–40, who attended a CCU within the past four years as undergraduate or graduate students. As part of this study, I also conducted an in-depth literature review emphasizing the need for additional research on creating a positive work environment. Szapocznik and Coatsworth’s (1999) eco-developmental theory served as the foundation for the theoretical framework of this study. They assert that identity development is a consistent process, and that identity outcome is unique to everyone’s experiences shaped by using the factor (micro, meso, and macro) systems. Therefore, the focus of this study was to examine the responses given by participants and use a constructivist worldview to determine emerging themes that CCUs can use to evaluate their campus climate for LGBTQI+ students. The implications of this study include sharing the experiences of LGBTQI+ students at CCUs to improve the lives of LGBTQI+ students at CCUs campuses. The findings revealed seven themes through the lived experiences of the six participants surrounding their sense of belonging and marginalization as they navigated their sexual orientation, faith, and religious ideals in their schools. The seven themes discovered from the results of this study are family support, school support, policy, religion, support groups, openness, and safe haven.