Introduction to research

Research – key findings and recommendations

Managing the interface: sexual orientation and faith

Phil Barnett

Research methodology

• Mix of quantitative and qualitative• Literature and research review• Two online surveys - staff and learners (797)• 1:1 interviews (43)• Focus groups (10 groups and

111 participants)

General observations• Anticipated problems greater than any actually experienced• Where there are problems they can be acute• When problems arise they are often not managed or resolved

by the learning provider• Failure to manage/resolve can have negative impact beyond

the individuals immediately concerned• Where relationships were strained, oppressive behaviour had

originated from religiously driven homophobes

• Difficulty in engaging full range of religions and beliefs

Interface operates at 6 levels• Within individuals• Between individuals• Between groups and individuals• Between groups• Between groups and organisations• Between organisations

Within individuals

• Religious upbringing inhibits full professional participation of individual lgb staff

• Religious upbringing shapes the assumptions that inform the work of LGB learners

• LGB individuals of faith torn between two key poles of identity

Between individuals

• Conflict in halls of residence• Partners• Coreligionists• Authorities play no role in resolution• LGB residents leave halls

Between groups and individuals

• Conflict in halls of residence• Tension between religious societies and religious LGB learners• Groups of religious learners attacking legitimacy of LGB

learners in class/seminars• LGB learners who hold a religion or belief are forced out of

religious communities, or into the closet within them• LGB residents leave halls• LGB learners do not attend classes/leave

college• Authorities play no role in resolution

Between groups

• Religious student union societies seek to have funding for LGB societies stopped

• Christian Union groups picket LGB group activities

• Positive relationships develop within student union framework

Between groups and organisations

• Refusal to engage in academic discourse• Academic disruption• Staff unprepared to intervene/resolve• Undermining core purpose of place of learning

Between organisations• Refusal to promote LGB equality due to drive to

recruit learners from overseas and from majority Muslim countries

• Below the radar• Priority for income over equality and diversity• Hierarchy of protected characteristics• Untested and unfounded assumptions

Role of chaplaincies

• Key to challenging religiously driven homophobia• Reflect the commitment of the provider to equality and

inclusion• Open, multi-faith, non-dogmatic, meeting the needs of

all including those with no religion or belief• Include Metropolitan Community Church in chaplaincies• Challenge of consistency and direction of

development within different religions

Public secularism, private religion?

• Secular colleges• Another strategy for avoidance• Fear and ignorance of religion• How to oppose dogmatism and

fundamentalism?• Experiences of people of religion

or belief

Examples of effective practice

• Multi-faith centre in NW English university• Chaplaincy in eastern English FE college• Chaplaincy in NE English FE college• Security guard training in SW English university• Numerous students’ unions - debates, joint

campaigning

Role of the law

• Law will support a provider requiring an individual to comply with an equality policy with which they disagree so long as doing so is a proportionate and justifiable means of achieving the legitimate aims of promoting equal opportunities and tackling discrimination

• Tribunals reluctant to give latitude to homophobic actions apparently based on religious beliefs of perpetrators

What interventions are needed to manage the interface?

• Clear, comprehensive, embedded, well-led equality and diversity culture and policy

• Clear and effective discipline and grievance procedures• Standard application of existing procedures and policies• Policies to address conflict between protected characteristics• Equality impact assessment to include assessment of the

impact of conflict between protected characteristics• Proactive chaplaincies• Overarching culture of equality and inclusion• Staff training and induction

What interventions are needed to manage the interface?

• Funding of learner societies conditional on compliance with equality and diversity policies

• Learner and staff charters/codes to require compliance with equality and diversity policy

• Learner induction• Anticipatory

Conclusion• ‘The challenge for all learning providers is to deal with these

complex relationships in ways that ensure the values and presence of both groups are respected, whilst at the same time neither group feels unfairly treated or discriminated against’ (ECU)

• Empowering individuals to manage conflicts of ideas and beliefs within the law and within a framework of respect for difference – beyond compliance

• Requirement for the success of a modern, diverse, liberal democracy