UCLA

Student affairs professionals (SA-pros) play a critical role throughout campus life (Gaston-Gayles, Wolf-Wendel, Tuttle, Twombly, & Ward, 2005; Hirt, 2006; 2009). Although these staff are trained and responsible for LGBQ student well-being (Kezar, 2010; Kezar, Gallant, & Lester, 2011), those serving at Christ-centered institutions are underprepared to balance professional training, campus expectations, and LGBQ student care, leading to professional tensions (Pickering, 2017; Scibetta, 2016; 2019). The following qualitative study explored the experiences of 10 student affairs staff at Christian campuses negotiating professional, institutional, and personal tensions in efforts to support LGBQ students. Findings interpreted through Schein’s (2010) levels of organizational culture and Baxter Magolda’s (2001) theory of self-authorship revealed that although campuses espoused familial, close-knit, and like-minded Christian values, when confronted with LGBQ issues daily practice was complex, confusing, silent, fearful, and political. Navigating these misalignments led to tensions of loyalty, action, trust, and faith. Participants’ negotiation of these tensions varied. Some continued to rely on external authority for direction while others encountered a crossroads that prompted a renegotiation of their relationships, practice, and Christianity. Within these campuses, affirming students’ sexual orientation identity required participants to grow in multiple ways - accepting of ambiguity, considering multiple perspectives, developing underground webs of support, and at times repositioning their faith. Self-authoring participants refused to comply with campus expectations and found new ways to support LGBQ students. Recommendations for future research and practice related to self-authorship in a Christian college context, student-staff relationships, graduate level training, and the Christian college approach to LGBQ issues are provided.