LGBTQ in Catholic Schools

“Religiously-Inspired” Homophobia

Investigating the contentious intersection of human rights, homophobia, and Catholic school systems has been the work of Dr. Tonya Callaghan for over ten years. Particularly important for Dr. Callaghan is the way in which publicly funded, faith-based schools and systems respond to lesbian, gay, bisexual, transgender and queer (LGBTQ) students and teachers. Findings from her multi-year study uncovered various forms of discrimination against gender and sexual minority groups, despite Canadian laws, policy from Ministries of Education, and recommendations from Teachers’ Associations which seek to protect such minority rights in schools.

Doctrine and Policy

With pressures from both religious edicts and secular laws, the schools in Dr. Callaghan’s study were shown to make contradictory and inconsistent educational policies and curricular decisions regarding LGBTQ issues. In the absence of a clear middle ground, prejudice against LGBTQ staff and students abounded, including discriminatory policies, curriculum exclusions, bullying, and harassment in schools.

For example, her research shows that some Catholic administrators would investigate rumors that certain teachers are lesbian or gay, gather evidence that these teachers were living in a manner deemed contrary to Catholicity, and dismiss them from their teaching positions. Examples in the study included living with a same-sex partner, considering raising a child with a same-sex partner, transitioning from female to male, and other suspicions of homosexuality.

In addition, Dr. Callaghan found that students were prevented from expressing their non-heterosexuality, particularly through their dress, mannerisms, dating, and involvement with LGBTQ initiatives. This was particularly the case when participants disclosed their homosexuality and experiences of harassment in schools; these students were advised to avoid acting on their homosexuality, so as to not bring the bullying on themselves.

Accounts from students also reveal subtle avoidances and stalling tactics suggesting the schools did not want to take an explicit stand, waiting instead for student demands and interest in LGBTQ issues to dissipate. Her research uncovered that simply discussing and supporting LGBTQ-related topics was often shut down.

Changing the Picture

There is a growing movement to promote inclusion and respect for sexual diversity in publicly funded Catholic schools. Dr. Callaghan’s research adds to these voices, creating awareness on issues related to LGBTQ student and teachers. Further, Dr. Callaghan serves as an advisor and is involved in local and provincial initiatives which have advocated for LGBTQ rights in schools, such as amendments to Bill 10 in Alberta and Bill 13 in Ontario, which legislated the formation of Gay-Straight Alliances (GSAs) in any school, and the Calgary Sexual Health Centre’s GSA Network.

Connected Citations

Callaghan, T. D. (2016, October 24). Religiosity. In N. M. Rodriguez, W. Martino, J. C. Ingrey, & E. Brockenbrough (Eds.), Critical concepts in queer studies and education: An international guide for the twenty-first century, (pp. 341-349).

Callaghan, T. D. (2016). Young, queer, Catholic: Youth resistance to homophobia in Catholic schools. Journal of LGBT Youth, 13(3), 270-287. doi: 10.1080/19361653.2016.1185758

Callaghan, T. D. (2015). Doctrinal disciplining of queer educators in Canadian Catholic schools. The Canadian Journal of Educational Administration and Policy, 173. Available online.

Callaghan, T. D. (2007). That’s so gay: Homophobia in Canadian Catholic schools. Saarbrücken, Germany: VDM Verlag Dr. Müller.