Praying for Inclusion: Gay Men's Experiences on Religious College Campuses

Autor/in	Etengoff, Chana
Titel	Praying for Inclusion: Gay Men's Experiences on Religious College Campuses
Quelle	In: Journal of College Student Psychotherapy, 35 (2021) 4, S.345-376 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-8225
DOI	10.1080/87568225.2020.1739584
Schlagwörter	Males; Homosexuality; Religious Colleges; Christianity; Jews; Barriers; School Counseling; Peer Influence; Social Support Groups; Religious Factors; College Environment; Conflict; Conflict Resolution; Minority Group Students; Social Bias; Student Experience; Coping; College Transfer Students; Individual Development; Mental Disorders; Expulsion + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Homosexualität; Christentum; Jew; Jude; Jüdin; Juden; School counselling; Pädagogische Beratung; Social support; Soziale Unterstützung; Hochschulumwelt; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Studienerfahrung; Bewältigung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Individuelle Entwicklung; Mental illness; Geisteskrankheit; Relegation
Abstract	Research on sexual minorities' religious experiences largely focuses on faith-based challenges/supports, family dynamics, and identity conflicts -- yet, there is limited research studying how these systems intersect with religious college campus and counseling experiences. This paper explores how 13 gay students at Christian and Jewish colleges narrated their campus challenges. Participants reported mental health concerns, limited campus counseling and peer support resources, and threats to personal and professional development. Alternatively, participants also reported mediating conflicts with positive counseling experiences, prayer and religious development, alternative support groups, college transfers and urban relocation post-graduation. The article concludes with a discussion of clinical applications and administrative implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01