Presentation Type
Poster
Presentation Type
Submission
Keywords
Social Belonging, Mental Health, Help-Seeking, LGBTQ+, Religiosity, Campus Acceptance
Department
Psychology
Major
Psychology
Abstract
Sexual and gender minority individuals (SGMs) often report more mental health struggles than their cisgender and heterosexual (cis-het) counterparts, as described by minority stress theory. At the same time, research shows that religiosity is associated with fewer mental health struggles. This study examined one intersection of these topics among SGM students at Christian institutions of higher learning by testing if religiosity moderated the relationship between SGM status and psychological distress, social belonging, and attitudes toward seeking help. The sample consisted of 203 students, including 70 SGMs, from 38 American Christian institutions of higher learning. Consistent with past research, SGMs reported less social belonging than cis-het participants, and those higher in intrinsic religiosity reported greater social belonging than less religious participants. Religiosity was negatively associated with help-seeking attitudes, and SGM students showed more positive help-seeking attitudes than non-SGM students. A moderation analysis revealed that organized religiosity buffered the relationship between SGM identity and sense of social belonging, such that SGM students were significantly lower in social belonging only when they were also low in organized religiosity. Religious-based sexual stigma (RSS) from past religious groups was associated with more psychological distress and positive attitudes toward seeking help. RSS from current religious groups and religious groups one does not participate in were both associated with less supportive social belonging. This study revealed the importance of having a sense of belonging within a social group, particularly for SGM students at religious institutions of higher learning.
Faculty Mentor
Elizabeth Mancuso and Steve Rouse
Funding Source or Research Program
Not Identified
Location
Waves Cafeteria
Start Date
10-4-2026 1:00 PM
End Date
10-4-2026 2:00 PM
Included in
Sense of Social Belonging, Attitudes Toward Seeking Professional Psychological Help, and Psychological Distress Among Sexual and Gender Minority Students at Christian Colleges and Universities
Waves Cafeteria
Sexual and gender minority individuals (SGMs) often report more mental health struggles than their cisgender and heterosexual (cis-het) counterparts, as described by minority stress theory. At the same time, research shows that religiosity is associated with fewer mental health struggles. This study examined one intersection of these topics among SGM students at Christian institutions of higher learning by testing if religiosity moderated the relationship between SGM status and psychological distress, social belonging, and attitudes toward seeking help. The sample consisted of 203 students, including 70 SGMs, from 38 American Christian institutions of higher learning. Consistent with past research, SGMs reported less social belonging than cis-het participants, and those higher in intrinsic religiosity reported greater social belonging than less religious participants. Religiosity was negatively associated with help-seeking attitudes, and SGM students showed more positive help-seeking attitudes than non-SGM students. A moderation analysis revealed that organized religiosity buffered the relationship between SGM identity and sense of social belonging, such that SGM students were significantly lower in social belonging only when they were also low in organized religiosity. Religious-based sexual stigma (RSS) from past religious groups was associated with more psychological distress and positive attitudes toward seeking help. RSS from current religious groups and religious groups one does not participate in were both associated with less supportive social belonging. This study revealed the importance of having a sense of belonging within a social group, particularly for SGM students at religious institutions of higher learning.