Sexual Health Discussions at Faith-Based Universities: How Does Institutional Mission Inform Practice?

Student affairs professionals at faith-based colleges and universities have a distinct perspective on the student experience. As co-authors who have worked at public schools and who are currently employed at private, faith-based institutions, we wanted to understand how these institutions address the subject of sexual health. Do practitioners at faith-based schools have the opportunity to explore faith and sexuality as an integral part of the student experience? We wanted to determine whether practitioners thought their institutional mission and faith culture hinder their conversations or allow them to incorporate different elements into those conversations.  

We sent out a survey via professional listservs and asked our colleagues at faith-based institutions two questions: (1) What information do you provide for your students regarding sexual health (including the hook-up culture, treatment of sexually transmitted infections, spiritual support in regard to sexual choices, methods of contraception, and campus and community resources)? (2) In what ways does the mission of your faith-based institution help or limit you in your ability to have meaningful conversations when students want to discuss sexual health?

We received responses to our initial inquiry from several institutions, including Dominican University, Loyola University, Concordia University Chicago, Aquinas College, Hastings College, John Carroll University, St. Edward's University, Saint Mary's College, Texas Christian University, Marquette University, Canisius College, University of Notre Dame, and DePaul University. Our sample includes a mix of religious affiliations, including Catholic, Presbyterian, Lutheran, and Disciples of Christ. We are grateful to our colleagues for taking the time to share their perspectives and appreciate their willingness to discuss how their institutions address this topic.

Findings

Our first goal was to learn about the sexual-health resources that faith-based institutions provide for their students. Some institutions have a designated support person to address this subject, typically with information informed strongly by the institutional mission. Resources also are offered through various departments, such as campus ministry, orientation programs and peer mentor programs. For instance, Aquinas College offers information about healthy relationships and natural family planning. Its Campus Ministry office also holds a weeklong program on health and sexuality. A response from a student affairs practitioner at Hastings College said that students have access to "... complete and open information about sexual health. Connections are made between spiritual health/physical/mental health as a starting point for sexual health discussions."

Many of the professionals at faith-based institutions we contacted wouldn't define any specific sexual-health option as consistently appropriate in the context of their institutional mission. Rather than actively promoting sexual-health options, Concordia University Chicago uses a peer mentor group to discuss healthy relationships, which aligns with the institution's stance on sexual health. Facets of healthy relationships are discussed during the school's "Thank Goodness for the Opposite Sex" week. Inherent in this message is that intimate relationships occur only in heterosexual couples. None of the professionals contacted shared ideas for addressing same-sex relationships.  

Another important component in sexual-health discussions at faith-based schools is the absence of contraceptive education and access.  A practitioner at John Carroll University said the school provides ... students with all information regarding sexual health and sexual choices.  The only area we stay away from is contraception."  This is a common theme, particularly among Catholic institutions that follow the church's doctrine regarding birth control.

Notably absent from most of the responses was residence hall programs regarding sexual health. When discussions of sexual health occurred, they typically happened in university ministry settings or in peer mentor groups. An area that should be further explored is what resources are available to students in the residence halls, including for those who identify as lesbian, gay, bisexual, or transgender (LGBT).

One best practice in this area is creating a professional staff position to provide sexual violence support on campus. DePaul University's Dean of Students office employs a sexual assault prevention specialist.  The position involves supporting students who are victims of assault as well as promoting educational outreach and programming.

"With an office dedicated to sexual violence support services, it is possible to begin dismantling the many myths that persist about sexual assault and offer our students a safe space to share and learn," said the sexual assault prevention specialist at DePaul University. "Additionally, offering this kind of programming sends a message from the school to the students that sexual assault is taken seriously. Knowing the school is supportive can be instrumental for a student seeking help, thereby effectively minimizing this barrier to reporting and increasing a student's chance for success."

Another best practice is having a centralized programming entity on this issue. Marquette University practitioners use a variety of programming methods to educate students about sexual health and responsible decision-making such as bringing in guest speakers, developing informational resources like Web sites and bathroom stall newsletters, and using the Center for Health Education and Promotion on campus. Respondents from several institutions also mentioned collaborating with other campus offices to provide multiple perspectives on the links between spiritual health and mental and physical health.  

Responses to the second question varied.  Some respondents saw the influence of their institutional mission with regard to church teaching as a barrier to fully educating students on sexual health, while others saw the influence of institutional mission as a way to clearly define healthy sexual behavior. These differences could be attributed to the leadership of the university with regard to clearly defining and providing staff with the training and tools to articulate church teachings in their daily work with students.

A respondent from the University of Notre Dame said, "I personally think that working at a faith-based institution gives me very clear parameters for educating about sexual health on campus.  Knowing the expectations helps to define what is and is not possible, which I think actually simplifies my job in some ways."

An Aquinas College respondent said, "Being an institution rooted in the Dominican traditions, this is an environment that encourages study and questioning ... the Catholic stand (on sexual behavior) may seem like it hinders or limits our conversations, but in reality it provides a basis to question in a respectful way that can offer guidance to a young person finding their adult faith."

A student affairs practitioner from Saint Mary's College said, "In no way does our mission limit our abilities to discuss sexual health with our students ... rather, it compels us to provide full, honest disclosure of information balanced with the Catholic perspectives."

A practitioner at John Carroll University said he has few conversations with students about sexual health because they tend not to seek out staff members about these issues due to the university's religious nature and the students' religious beliefs."  However, a practitioner from Marquette University said that rather than being a limiting factor, the conversations they have with students regarding sexuality start in a better place and are driven by values, communication, and healthy relationships.

Citing the sexual-conduct statement and university mission statement, a practitioner from Concordia University Chicago said that sexual health education at his institution is more reactive than proactive and that the institutional environment allows for "meaningful conversations to happen, if the students initiate them."

Other respondents cited mission statements that value critical thinking, moral reasoning, and freely chosen beliefs as components that set the foundation for honest and open discussions about sex and sexual health. Practitioners at Saint Edward's University in Texas said that the moral and spiritual foundation of the institution, assisted by Campus Ministry, challenges staff and faculty to provide guidance within the framework of Catholic teachings. "As a Catholic university, we are not constricted by some of the political correctness that permeates public universities ... faculty can conduct very open class discussions about a variety of topics that have a spectrum of diverse opinions."

 A colleague from the University of Notre Dame responded, "I believe I'm responsible for articulating the faith in a way that invites students to wrestle with the tension they might feel between what the church teaches and how it challenges them in their daily lives.  Helping students to negotiate that tension should help to inform their moral formation, which I think is at the heart of my charge as an administrator in student affairs at Notre Dame."

Based on our responses we have created some best practices for approaching the topic of sexual health on college campuses.

Best Practices:

1. Recognize that this is a sensitive topic for some people and that open dialogue about sexual choices and health may be difficult for some students and professionals.
2. Understand your institutional culture toward sexual health on campus. Recognize that even if you do not personally subscribe to the same religious affiliation as your institution, it is helpful to have a working understanding of the beliefs and traditions of the university.
3. Encourage healthy dialogue between faculty, staff, and students.
4. Identify campus experts who can provide the language to properly discuss sexuality and sexual health within the context of religious doctrine and the university's mission.
5. Consider collaborating with other departments (i.e., health services, campus ministry, women's center, etc.) to create an assessment tool that examines the attitudes and perceptions of sexual health on campus. This may serve as a starting point for conversations with students regarding programmatic needs.