SCHOOLORCLOSET?

SchoolorCloset?:
ExaminingXavierCollegePreparatorysTreatmentofLGBTQ*Students
EmmaVonDerLinn
ArizonaStateUniversity

SCHOOLORCLOSET?

Abstract
ThispaperexaminestreatmentofLesbian,Gay,Bisexual,Transgender,Questioning(LGBTQ*)
studentsatXavierCollegePreparatoryinPhoenix,Arizona,andtheeffectsoncurrentstudents
andalumni.Over15interviewswereconductedamongLGBTQ*studentsandalumniofXavier.
Researchconsultedthesestudentsexperiences,Xavierhandbookpolicies,procedures,and
philosophies,studiesofthepsychologicaleffectsofdiscriminationonsexualminoritygroups,as
wellasPhoenixDiocesanpolicies,andtheCatechismoftheCatholicChurch.Issuesofbreaches
ofconfidentialityandpsychologicalabuseandendangermentofLGBTQ*studentsarediscussed
aswellascontradictionsbetweenXavierpoliciesandpractice.Studiesshowthatdiscrimination
amongsexualminoritypopulationsplaysasignificantroleinpoormentalhealthoutcomessuch
asdepression,generalizedanxietydisorder,andposttraumaticstressdisorder.Thispaperwill
exploresimilaritiesbetweenthekindsofdiscriminationinthesestudiesandtheexperiencesof
Xavierstudentandalumniinterviewees.

SCHOOLORCLOSET?

SchoolorCloset?:ExaminingXavierCollegePreparatorysTreatmentofLGBTQ*Students
XavierCollegePreparatoryisanawardwinninginstitution.AnallgirlsCatholichigh
schoolintheheartofPhoenix,Arizona,Xavierhaswon117athleticStateChampionships,47
StateRunnersup,179RegionalChampionships,andeventwoNationalChampionships.Thats
quitearesum.Xavierisanextremelywellrespectedschool,theyvegotthreeBlueRibbon
Schoolhonorstobackthatup.

Wefullybelieveintheidealsofdemocracy,integrity,tolerance,andrespectinharmonywith
theloveofGod,ofself,andhumankind.fromtheXavierCollegePreparatoryphilosophy

Xaviertoutsthistoleranceandrespectasintrinsictothefoundationoftheschool,it
saysitrightinAppendixKoftheXavierStudentHandbook,butuponcloserinspection,it
doesntseemthattoleranceandrespectextendtotheentirestudentbody.Overwhelmingly,
LGBTQ*studentsandalumniofXavieragreethattoleranceandrespectwerehardtocomeby
whileattendingtherenownedinstitution.ThisprojectseekstoexposeandexamineXavier
CollegePreparatorystreatmentofLGBTQ*students,anditseffects,aswellasoffersolutionsto
thisveryseriousissue.
AcallforinterviewsubjectsofLGBTQ*studentsandalumniofXavierforthisproject
yielded15responseswithin2hours.Afterconductingthoroughinterviewsregardingtreatment
andperceiveddiscriminationwhileattendingXavier,itbecameimmediatelyapparentthat
LGBTQ*experiencesatXavierwereverymuchcontradictorytopoliciesintheStudent
Handbookdetailingtheschoolsstanceonbullying,harassment,andthecreationofunsafeor

SCHOOLORCLOSET?

discriminatoryenvironments.ThePhilosophyinAppendixA.3(HarassmentPolicyand
Procedures)oftheHandbookstates:TheDioceseofPhoenixaffirmsthedignityofEVERY
man,woman,andchild,andiscommittedtoanenvironmentinwhichallindividualsaretreated
withrespectanddignity.Eachindividualhastherighttoworkorlearninanatmospherethatis
freefromdiscriminatorypractices.
Thisatmospherefreefromdiscriminatorypractices,isnotsomethingthatmany
LGBTQ*Xavierstudentsandalumniwouldsayexists.Whenitcomestoasafeenvironment,it
seemsthatLGBTQ*studentsfeelsaferinthecloset,andaccordingtostudies,thisisntsafe
either.Researchconductedbythe
CentreforStudiesonHumanStress(CSHS)atLouisH.
LafontaineHospital,affiliatedwiththeUniversityofMontreal,foundthatlesbians,gaysand
bisexualswhoarenotouttoothershavehigherstresshormonelevelsandmoresymptomsof
anxiety,depression,andburnout(2013).Onegraduaterecallsthefeelingofneedingtokeepher
identityasecretplayingasignificantroleinherseveredepressionandanxiety.Othersfelt
similarpressureandsubsequentpsychologicaleffects.
AllinterviewparticipantsrecallhearingextremeantiLGBTQ*sentimentsfromreligion
teachersduringtheirtimeatXavier.
Ihadatheologyclassinwhichtheteachertalkedabout
genderandtaughttheclassthatbeingtransgenderisapsychologicaldisorder(it'snot)and
equatedwantinggenderaffirmingsurgeryandhormonestopeoplethatwanttocutofftheir
limbs.Iheardthislessontwice,saysonetransstudent.Anotherstudentalsomentionedthis
lessonintheir

interview.SeveralrecallreligionteacherscomparingLGBTQ*identitiesto
pedophiliaand/orbeastiality.XavierisaprivateCatholicinstitution,anditsnosecretthatthe
CatholicChurchdoesnotagreewithLGBTQ*identities,however,eventheCatechismofthe

SCHOOLORCLOSET?

CatholicChurchdiscouragesthiskindofteaching,paragraph2358states,Thenumberofmen
andwomenwhohavedeepseatedhomosexualtendenciesisnotnegligible...Theymustbe
acceptedwithrespect,compassion,andsensitivity.Everysignofunjustdiscriminationintheir
regardshouldbeavoided(CatechismoftheCatholicChurch).ComparingLGBTQ*studentsto
pedophileshardlyseemstruetothisattitudeofrespect,compassion,andsensitivity.
Withanacademicenvironmentthatcreatesaclimatethathasbeensaidtofeelextremely
unsafeforLGBTQ*students,whereisthereforthesestudentstoturn?Manywouldsuggestthe
schoolscounselingdepartment.However,onegraduatedetailedatimewhereshevisitedthe
guidancecounseloranddisclosedheridentityasalesbian,Ihadcomeouttoherandshetold
methattheschoolhadactuallyinstructedhertotelltheschoolpriestaboutanystudentswho
havetoldhertheyweregayortransgenderoranything.TheXavierHandbookdetails
confidentialitypoliciesinAppendixC:Confidentialitycannotbeguaranteedunderthe
followingcircumstances:
1. Threatsofsuicideorseriousphysicalharmtoselforothers.
2. Courtordertoreleaserecordsorotherinformationaboutthestudentsguidance,
includingtestresults,evaluation,attendance,andprogress.
3. Suspectedorknownabuse,neglect,orexploitationofaminor.
4. Referraltoanotherprofessional,e.g.forthepurposeoftestingandevaluation.
5. Consultationwith,orsupervisionby,anothercounselingprofessional.
6. Anysituationwheredisclosureofinformationisrequiredbyapplicablelaw.
Thereferraltothepriestmustapparentlyfallundercircumstancefive,butpriestsarenot
counselingprofessionals,theyare
religiouscounseling
professionals.Theguidancecounseloris

SCHOOLORCLOSET?

employedtooffersupportoutsideofreligiousissuesifstudentsneedit,thepriestis
not.
Divorce
isanissuethattheCatholicChurchdoesnotagreewith,however,studentswhocometothe
counselorregardingtheirparentsgettingadivorcearenotreferredtothepriest.Sowhythe
doublestandard?
Thislackofconfidentialityandcloseconnectiontothereligiousadministrationofthe
school,makestheguidancecounselingdepartmentyetanotherunsafespaceforLGBTQ*
studentsatXavier.Sowhataboutfindingsupportfrompeers?Isthisnotawayforthesestudents
tofeelrelativelysafeintheiridentities?SeveralintervieweesrecalledotherLGBTQ*peers
beingtheironlyoutletforsupport,whileothersexperiencednegativeattention,discrimination,
andevenoutrightbullyingfromfellowstudents.WhileIwasabletoformvaluedfriendshipsat
thisschool,itwasinnowaycomparabletotheamountof
tormentanddiscrimination
I,aswell
asanumberofotherLGBTstudents,faceduntiloureventualgraduation.Theblatantharassment
anddiscriminationwasnotonlyperpetuatedbyfellowstudentsbutbystaffaswell.Bullying
cameinmanyformsfromgossiping,hallwayconfrontationsandnumerousantiLGBTslurs
thrownaroundwithoutanysortofinvolvementfromXavierstaff,onetransgraduatestates.
XavierHandbookpoliciesregardingharassmentexplicitlystatethatTheDiocese
stronglyopposesandprohibitsallformsofharassment(e.g.harassmentbasedonanindividuals
race,color,age,[appearance,behavior,]religion,sex,maritalorveteranstatus,sexualorient,
nationalorigin,ancestry,anddisability),whetherverbal,physical,orenvironmental.Any
employeewhoviolatesthispolicywillbesubjecttodisciplinaryaction,uptoandincluding
termination.Thispolicyisapparentlynotbeingupheld,theaforementionedtransstudent
continues,XavierCollegePreparatorynotonlytoleratedbutalso
blatantlyignoredthebullying

SCHOOLORCLOSET?

thatensued
whilehavingthenervetopreachthattheyarealovingcommunity.Theonlyloving
communityIwasabletofindwasinthesafetyandsupportoffellowqueerstudentsandthehope
thatonedayIwouldbeabletolivefreelyandhappily.Whereweretheharassmentpoliciesand
philosophywhenthistransstudentwasdeeplysuffering?
Facultydideventuallygetinvolvedinthisstudentsaffairs,butnottointerveneontheir
behalf,MypersonalinformationandLGBTinvolvementwasdisclosedtomyfamilyassoonas
Iwasconfrontedbythedeans/principal.Inonedaymyhomelifehadbeenflippedupsidedown
withoutanyrhymeorreason.Inolongerfeltsafeneitherinschoolnorathome.Myhomelife
changeddrasticallyonceIhadbeenoutedtomyfamilyandIwasnotpreparedforthekindof
verbalandemotionalabusethatfollowed.ThisactiontakenbyXavieradministrationisdirectly
inviolationoftheHandbooksDefinitionofHarassment:Harassmentisverbalorphysical
conductthatdenigratesorshowshostilityoraversiontowardanindividualbecauseofhis/her
race,color,age,sex,maritalorveteranstatus,sexualorientation,nationalorigin,ancestry,or
disability,orthatofhis/herrelatives,friendsorassociates,andthat:hasthepurposeoreffectof
creatinganintimidating,hostile,oroffensiveenvironment.
ThisdiscriminationandmaltreatmentofLGBTQ*studentsisnotwithoutconsequence.
StudieshaveshownthatdiscriminationamongstLGBTQ*populationssignificantlyincreases
oddsofhavingpsychiatricdisorderssuchasdepression,generalizedanxietydisorder,and
PosttraumaticStressDisorder.AstudypublishedintheAmericanJournalofOrthopsychiatry
contendsthatmentalhealthdifferencesamongstsexualminoritygroupsarenotdetermined
solelybyindividualfactors,butaresociallypatternedanddeterminedbycircumstancesinthe
environmentandthecomplexinterplaybetweenindividualfactorsandthesocioculturalcontext

SCHOOLORCLOSET?

withinwhichindividualsreside.Thisstudyfoundthatitisthis
excess
stressassociatedwith
stigmaanddiscriminationthatplayssuchasignificantroleinthehigherratesofmentalhealth
disordersfoundinsexualminoritypopulations(Bostwicketal.2014).
Bypartakinginthesediscriminatorypractices,Xavierisendangeringapercentageofits
studentspsychologically.AstudyconductedbytheCentreforSocialResearchinHealthatthe
UniversityofNewSouthWalesinSydney,Australia,findsthatLGBTQ*youthhad
significantlyelevateddepressivesymptomsaswellasdoubletheoddsofreportingsuicidal
ideationandtripletheoddsofreportingasuicideattempt(Leaetal.2014).Muchofthese
symptomsandsuicidalityhavesignificantconnectionstominoritystressorsfromdiscrimination
intheformofextremeeventstodailyhasslesintheformofheterosexistevents.Thestudy
publishedintheJournalofOrthopsychiatryfoundthatbothendsofthisdiscriminationspectrum
negativelyaffectmentalhealthamonglesbian,gay,andbisexualgroups,resultingindepression
andposttraumaticstresssymptomsorincreasedanxietyandanger(Bostwicketal.2014).
XaviersHandbookquotesArticle2,entitledValueofaSafeEnvironment,ofthe
PreventionandEducationsectionoftheDiocesanPolicyandProcedurefortheProtectionof
Minors:TheDioceseofPhoenixiscommittedtoprovidingasafeenvironmentwherewevalue
andhonoreveryindividualascreatedintheimageandlikenessofGod.Ideallynominorwill
everbeabusedthesepoliciesareintendedtoensurethisideal.TheDioceseofPhoenixis
dedicatedtoupholdingacultureofsafetyandprotectionofallofGodschildrenfromabuse.
HowcanthiscultureofsafetyandprotectioncometofruitionifXavierrefusestoprotector
offersafetytoitsLGBTQ*students?

SCHOOLORCLOSET?

EvenPopeFrancishascalledforfamiliestostandbytheirgaychildren.Inaninterview
withtheArgentinedailyLaNacin,Francisstated,Wecomeacrossthisrealityallthetimein
theconfessional:afatherandamotherwhosesonordaughterisinthatsituation.Thishappened
tomeseveraltimesinBuenosAires....Wehavetofindawaytohelpthatfatherorthatmotherto
standbytheirsonordaughter(Moftah,2014).IftheheadoftheCatholicChurchcanadvocate
forgreaterLGBTQ*acceptance,whycantXavier?
Sowhat
is
thebestcourseofaction?HowcanXaviercreateasaferenvironmentfor
LGBTQ*studentswithoutcompromisingtheirCatholicbeliefs?Offeringsupportandsafe
spacesforLGBTQ*studentsdoesnotequalabandonmentofCatholicideals.Xavieraccepts
girlsofallreligionsintotheirschool,thisdoesnotmeanthattheyagreewiththesegirls
religions,butgenerallythesestudentsarestilltreatedwithrespectandthesereligionsareeven
taughtaboutinaWorldReligionscourse.XavierhasaclubcalledUnityinDiversityspecifically
forexploringandcelebratingculturaldiversity.Canttheyextendthisrespectandtoleranceto
theirLGBTQ*students?GSAs(GayStraightAlliances)areagroupsusedinthousandsof
schoolsacrossthecountry,andtheirbenefitisproven.LGBTQ*studentsinschoolswithsupport
groupslikeGSAsreportedlowerratesofvictimizationandsuicideattempts(Goodenow,
Szalacha&Westheimer2006).AstudypresentedattheannualmeetingoftheAmerican
EducationalResearchAssociationfoundthatacademicperformanceimprovedasaresultof
beinginvolvedintheGSA,GSAinvolvementpositivelyaffectedrelationships,studentsfelt
morecomfortableintheirsexualidentityasaresultofparticipatingintheGSA,andstudentsfelt
saferandfelttheywerenotharassedasmuchasaresultofbeinginvolvedinaGSA(Lee
2001).Moresupportiveschoolenvironments(schoolswithGSAs,antibullyingand

SCHOOLORCLOSET?

10

antidiscriminationpolicies)havebeenproventocorrelatewithfewersuicideattemptsand
highergradepointaverages(Hatzenbuehler2011).Thecreationofagroupwherethesestudents
canconvenetodiscusssharedexperiencesandoffereachothersupport,isntjustagood
compromise,itsaproveninvestmentinstudentsuccessandmentalhealth.Xavierwould
obviouslybeundernoobligationtoteachanythingcontrarytotheCatechism,butstickingtothe
Catechismsmottoofrespectandcompassioninsteadofusinghatefulteachingslike
comparisonstopedophilia,selfmutilation,andbeastiality,wouldbeanabsolutemust.
Intheschemeofthings,theserequestsarerelativelyminute.Morethananything,most
LGBTQ*studentsjustwanttobeabletofeelsafeatschool,andifXavieradheredtothefine
printintheirownhandbook,theywouldwantthatforthesestudentsaswell.

SCHOOLORCLOSET?

11

References
Abrams,L.(2013,February1).Study:PeopleWhoComeOutoftheClosetAreHappier
andHealthier.RetrievedApril19,2015,from
http://www.theatlantic.com/health/archive/2013/02/studypeoplewhocomeoutof
theclosetarehappierandhealthier/272740/
Almeida,J.,Johnson,R.M.,Corliss,H.L.,Molnar,B.E.,&Azrael,D.(2009).Emotional
DistressAmongLGBTYouth:TheInfluenceofPerceivedDiscriminationBased
onSexualOrientation.
JournalOfYouth&Adolescence
,
38
(7),10011014.
doi:10.1007/s1096400993979
Black,W.W.,Fedewa,A.L.,&Gonzalez,K.A.(2012).EffectsofSafeSchool
ProgramsandPoliciesontheSocialClimateforSexualMinorityYouth:A
ReviewoftheLiterature.
JournalOfLGBTYouth
,
9
(4),321339.
doi:10.1080/19361653.2012.714343
Bostwick,W.B.,Boyd,C.J.,Hughes,T.L.,West,B.T.,&McCabe,S.E.(2014).
DiscriminationandMentalHealthAmongLesbian,Gay,andBisexualAdultsin
theUnitedStates.
AmericanJournalOfOrthopsychiatry(AmericanPsychological
Association)
,
84
(1),3545.doi:10.1037/h0098851
Cramer,R.J.,Golom,F.D.,LoPresto,C.T.,&Kirkley,S.M.(2008).Weighingthe
Evidence:EmpiricalAssessmentandEthicalImplicationsofConversionTherapy.
Ethics&Behavior
,
18
(1),93114.doi:10.1080/10508420701713014
FriedmanPhD,M.(2014,February11).ThePsychologicalImpactofLGBT
Discrimination.RetrievedApril19,2015,from

SCHOOLORCLOSET?

12

https://www.psychologytoday.com/blog/brickbrick/201402/thepsychologicalimp
actlgbtdiscrimination
Goodenow,C.,Szalacha,L.,&Westheimer,K.(2006).Schoolsupportgroups,otherschool
factors,andthesafetyofsexualminorityadolescents.
PsychologyintheSchools,
43(5),
573589.doi:10.1002/pits.20173
Haldeman,D.C.(2002).GayRights,PatientRights:TheImplicationsofSexual
OrientationConversionTherapy.
ProfessionalPsychology:Research&Practice
,
33
(3),260.
Hatzenbuehler,M.L.(2011).Thesocialenvironmentandsuicideattemptsinlesbian,gay,and
bisexualyouth.
Pediatrics,
127(5),896903.doi:10.1542/peds.20103020
Hatzenbuehler,M.L.,McLaughlin,K.A.,Keyes,K.M.,&Hasin,D.S.(2010).TheImpact
ofInstitutionalDiscriminationonPsychiatricDisordersinLesbian,Gay,and
BisexualPopulations:AProspectiveStudy.
AmericanJournalOfPublicHealth
,
100
(3),452459.
Lea,T.,Wit,J.,&Reynolds,R.(2014).MinorityStressinLesbian,Gay,andBisexual
YoungAdultsinAustralia:AssociationswithPsychologicalDistress,Suicidality,
andSubstanceUse.
ArchivesOfSexualBehavior
,
43
(8),15711578.
doi:10.1007/s1050801402666
Lee,C.(2001,April1014).
Theimpactofbelongingtoahighschoolgay/straightalliance.
PaperpresentedattheannualmeetingoftheAmericanEducationalResearch
Association,Seattle,WA.Retrievedfrom
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExt

SCHOOLORCLOSET?

13

Search_SearchValue_0=EJ902673&ERICExtSearch_SearchType_0=no&accno=EJ902
63
Mays,V.M.,&Cochran,S.D.(2001).MentalHealthCorrelatesofPerceived
DiscriminationAmongLesbian,Gay,andBisexualAdultsintheUnited
States.
AmericanJournalOfPublicHealth
,
91
(11),18691876.
Meyer,I.H.(2003).Prejudice,SocialStress,andMentalHealthinLesbian,Gay,and
BisexualPopulations:ConceptualIssuesandResearchEvidence.
Psychological
Bulletin
,
129
(5),674697.doi:10.1037/00332909.129.5.674
Moftah,L.(2014,December8).PopeFrancisAddressesGayMarriage:ChurchShouldSupport
FamiliesWithLGBTChildren.RetrievedApril15,2015,from
http://www.ibtimes.com/popefrancisaddressesgaymarriagechurchshouldsupport
familieslgbtchildren1742369
Panozzo,D.(2013).AdvocatingforanEndtoReparativeTherapy:Methodological
GroundingandBlueprintforChange.
JournalOfGay&LesbianSocialServices,
25(3),
362377.doi:10.1080/10538720.2013.807214
PreventionandEducation.(2013).In
DioceseofPhoenix:PolicyandProcedureforthe
ProtectionofMinors
.Phoenix:DioceseofPhoenix.
Ryan,C.(2015,January7).Parentsdon'thavetochoosebetweentheirfaithandtheir
LGBTkids(COMMENTARY).RetrievedApril19,2015,from
http://www.washingtonpost.com/national/religion/parentsdonthavetochoosebe
tweentheirfaithandtheirlgbtkidscommentary/2015/01/07/e3ec4a9c96bc11e
48385866293322c2f_story.html

SCHOOLORCLOSET?

14

UniversitdeMontreal.(2013,January29).Healthbenefitsofcomingoutofthecloset
demonstrated.
ScienceDaily
.RetrievedApril19,2015from
www.sciencedaily.com/releases/2013/01/130129074427.htm
TheVocationtoChastity.(n.d.).In
TheCatechismoftheCatholicChurch
(Seconded.).Vatican
City:LibreriaEditriceVaticana.