Gay and lesbian adolescents confront many of the same biological, cognitive,
and social developmental changes as their heterosexual counterparts.
In the West in general and in the United States in particular, however,
homophobic cultural climates often result in negative consequences
for teens struggling with identity formation that is different in
many respects from that of the majority of their peers. Difficulties
in social, emotional, and physical well-being can arise from both
overt and covert homophobia (Remafedi 1987), which devalue sexual
identity orientations that are not what the majority perceives as
"normal," a term often thought of as equivalent to "preferable."
By learning about the concerns of gay and lesbian youth, middle and
high school educators can break the barrier of silence that contributes
to the difficulties and hurt of these teens. Young adult literature
offers an appropriate means of developing an understanding so that
educators can respond more appropriately to the needs of these youth.
However, educators first need a more adequate knowledge of the developmental
difficulties that gay and lesbian teens encounter and behaviors that
place them at risk.
Difficulties in Identity Formation
Some research indicates that approximately 10 percent of the students
served by public schools will develop gay and lesbian identities (Cook
1991; Gonsiorek 1988). Sexual orientation, though, appears to be established
prior to adolescence, perhaps from conception, and is not subject
to change (Gonsiorek 1988; Savin-Williams 1990). Discovery of same-
sex attraction can occur in early childhood, while realization of
lesbian or gay identity can happen in the middle school years (Cook
and Pawlowski 1991). On the average, however, gay males become aware
of same-sex attraction at age 13, and lesbians do so between the ages
of 14 and 26 (McFarland 1993). Whereas gay males typically first act
on their feelings at about 15, the initial sexual experience of lesbians
usually occurs later, at approximately age 20 (Anderson 1995; Troiden
1989).
Misperceptions, myths, and stigmas regarding sexual orientation may
complicate the social, emotional, and physical processes of teen development.
Educators must consider the special developmental circumstances of
gay and lesbian adolescents.
One frequent misperception is that only those with homosexual identities
engage in sexual activity with persons of the same sex (Remafedi and
Blum 1986). In actuality, adolescence can be a confusing time of experimentation
with sexual partners of both sexes (Anderson 1995). However, sexual
activity alone does not necessarily indicate sexual orientation, and
choice of sexual partners may be a poor predictor of ultimate sexual
identity (Remafedi 1985; Savin-Williams 1990). The more important
consideration for youth is the perception of self as probably homosexual
or heterosexual, which emerges by middle to late adolescence (McFarland
1993).
Hamer et al. (1993) referred to four aspects of sexual orientation:
self-identification, attraction, fantasy, and behavior. Accepting
oneself as gay or lesbian involves openly adopting a social role and
acknowledging homosexuality as a commitment to a way of life (Friend
1993; Harbeck 1995; Troiden 1989). Thus, the terms gay and lesbian
are preferred because the word homosexual connotes the idea that developmental
orientation is completely based upon sexual activity. The term homosexual,
though, is still used because of its frequent appearance in the
literature.
Regardless of the terminology, the important point concerns the gay
or lesbian adolescent's resolution of an identity crisis based upon
sexual orientation and complicated by its social denigration, marginalization,
or denial. As Highwater (1997) suggested, when people are marginalized,
denigrated, and made to feel worthless, they "act out the destruction
of their self-respect by becoming destructive," even to the point
of harming themselves (18).
A prevalent myth is the belief that homosexuality is an adult issue
(McFarland 1993; Savin-Williams 1990). If educators and other adult
helpers believe this myth, they may also believe that they can neglect
gay and lesbian youth. Such neglect is indeed unfortunate, particularly
when the existence of adolescent homosexuality is often denied by
adults who explain adolescent homosexual behavior as experimentation
by youths who will later become heterosexual (Remafedi and Blum 1986;
Rofes 1989). Adult denial may result in a teen delay of self-awareness
and thereby lead to difficulties in life, such as relationship formation
(Pope 1995).
The social stigma surrounding homosexual behavior discourages gay
and lesbian teens from discussing the confusion and turmoil about
their emerging identities (Friend 1993). Estrangement from friendships
and confidences that offer adolescents social support may result.
Gay and lesbian adolescents may attempt to cope with their feelings
of identity confusion by using various strategies: denying their homosexual
feelings, attempting to "repair" or eradicate their homosexual feelings,
avoiding the acknowledgment of their homosexual orientation,
and
"redefining" their identity as a temporary or "ambisexual" orientation
(Troiden 1989, 55-57). As a psychological way of coping, these avoidance
strategies manifest themselves through such behaviors and interests
as limited interaction with the opposite sex to prevent being "found
out," refusal to explore the subject of homosexuality, projection
of an anti-homosexual stance, immersion in a heterosexual climate,
or escape through substance abuse (Troiden 1989, 56-57). A more
positive
response is acceptance, when persons "acknowledge that their behavior,
feelings, or fantasies may be homosexual and seek out additional
sources of information" (Troiden 1989, 58).
In response to the social stigma surrounding homosexuality, gay and
lesbian youth commonly withdraw from typical adolescent peer group
experiences (Gonsiorek 1988). Fear of discovery may paralyze teens
who worry about socializing with persons of either sex. Socializing
with the opposite sex may require posing as heterosexual, while actions
toward persons of the same sex may be inhibited by fears of demonstrating
affection or intimacy (McFarland 1993). The resulting isolation can
hamper gay and lesbian youth in the accomplishment of certain developmental
tasks - attaining a sense of identity, the capacity for intimacy,
and a sense of self that contributes to psychological and physical
independence (Cook and Pawlowski 1991).
In addition to misperception, myth, and social stigma, a further factor
contributing to developmental difficulties is that young gays and
lesbians are usually reared by parents who are heterosexual. Disclosure
of orientation to others, especially to family members, constitutes
a rite of passage particular to these youth. Teen decisions about
how to disclose identity create a crisis that friends and family must
confront, and acceptance is not guaranteed. Indeed, gay and lesbian
youth may be, according to at least one author, "the only group of
adolescents that face total rejection from their family unit with
the prospect of no ongoing support" (Gibson 1989, 112). These youth
learn that the discovery and knowledge of their sexual orientation
within the heterosexual social environment may have a negative effect
on their treatment by what might otherwise be supportive structures,
such as family, friends, and social institutions like school,
church,
or work. The resulting silence may pose dangerous or even deadly
risks.
Indicators of Risk
For gay and lesbian youth, adolescence is a time of "double jeopardy"
(Gibson 1989, 111) in which they are highly likely to face harassment,
violence, and suicide (O'Conor 1995). Socially and emotionally,
gay
and lesbian young adults may end up as fearful, withdrawn, chronically
depressed, and full of despair that life will be no better than it
currently is (Gibson 1989). This group of teens can be described as
the most alienated, rejected, and isolated youth in American schools
(Gibson 1989; Remafedi 1987; Unks 1995).
Statistics of at-risk behaviors are alarming. Indicators of health
difficulties include deteriorating school performance, truancy, running
away from home, substance abuse, consultation with mental health professionals,
juvenile prostitution, and psychiatric hospitalization (Remafedi
and Blum 1986; Remafedi 1987). Gay and lesbian youth are also at a
high risk for attempting and committing suicide, being infected with
the human immunodeficiency virus (HIV) and acquired immunodeficiency
syndrome (AIDS), becoming victims of violence, and dropping out of
school (Brownworth 1992; Gibson 1989; Harry 1989; Remafedi 1987; Unks
1995).
Disproportionately at risk for attempting or completing suicide, approximately
1,500 gay and lesbian teens take their own lives each year (Cook 1991).
They are "two to six times more likely" than other teens to attempt
suicide, and they account for 30 percent of all completed suicides
among young adults even though they constitute only 10 percent of
the teenage population (Cook 1991, 1). Gay and lesbian teens pose
such high risk because "their distress is a direct result of the hatred
and prejudice that surround them," not because of their inherently
gay or lesbian identity orientation (Cook and Pawlowski 1991, 1).
In a United States government report on youth suicide, Gibson (1989)
stated that "It is a sobering fact to realize that we [society at
large] are the greatest risk factors in gay youth suicide" (126).
In a second volume of the report, Harry (1989) commented that "the
period of coming to an acceptance of one's homosexuality - 'coming
out' - is a period that may be accompanied by a heightened risk of
suicide attempts" (132). Suicide or attempts at it may result from
the taunts of peers who use words of hate like faggot or dyke (Anderson
1994; Rofes 1989); from confusion surrounding self-perception of gender;
and from rejection by family members, religious denominations, or
peer groups (Rofes 1989). As previously noted, schools along with
society at large may deny the enormous depth of such problems (Anderson
1994).
With regard to HIV infection, adolescents most at risk for contracting
AIDS are young males who are sexually active with other males (Rofes
1989). Among adolescents in general, a 1991 study by the Centers for
Disease Control reports that in the United States AIDS is the seventh
leading cause of death among individuals aged fourteen to twenty-three
(Brownworth 1992). Approximately 20 percent of AIDS cases as of November
1991 in urban areas like Los Angeles and Miami occurred among young
men and women in their twenties who contracted the disease during
adolescence, thereby making the teenage years a critical time for
dealing with the issue of life-threatening illnesses (McFarland 1993).
Additionally, more than half of the adolescents with AIDS are young
gay and bisexual men, AIDS being a particularly crucial issue for
this group (Brownworth 1992).
Besides the increased risk for suicide and AIDS, gay and lesbian youth
report many school avoidance behaviors that stem from their attempts
to resolve an identity crisis within a homophobic school climate.
U.S. Department of Justice data show that "Gays are the most frequent
victims of hate crimes in the United States" (cited in Lipkin 1992,
25). Similarly, Gibson (1989) reports data from a nationwide
survey
by the National Gay Task Force showing that "45 percent of gay males
and nearly 20 percent of lesbians had experienced verbal or physical
assault in secondary schools" (112). Adolescents and young men are
the most likely candidates for committing violence against gays and
lesbians (Lipkin 1992; Unks 1995). Frequently, this violence is perpetrated
by the high school bully whose role is that of social enforcer of
what high school cultures consider normative behavior (Rofes 1995).
Such risks need not exist for gay and lesbian teens. Gonsiorek (1988)
stated that "The majority of gay and lesbian adolescents, given the
opportunity to develop within a supportive and informed environment.
present no more serious mental health problems than the general adolescent
population" (114).
Gaining Understanding through Books
Adolescence is a difficult enough period for youth without their having
to face difficulties and abuse simply because they are gay or lesbian.
As members of the helping profession, middle and high school personnel
can do much to advance a supportive framework often afforded to other
young adults. This task may be accomplished through awareness of literature.
Since the late 1960s more literature has appeared about being gay
or lesbian. Nonetheless, the choice of appropriate reading materials
may be confusing for the educator who lacks knowledge in this area.
The following discussion gives an overview of selections that are
highly appropriate for developing self-understanding in adolescents
and that educators can read to gain insights into the special developmental
needs of gay and lesbian youth. These works contain accurate information
as well as entertaining styles in their depictions of psychological
identity crises.
Am I Blue? Coming Out from the Silence, edited by Marion Dane Bauer
(New York: HarperCollins, 1994)
This volume is a collection of sixteen sketches written about youth
who are gay or lesbian or whose parents and friends are gay or lesbian.
These honest, entertaining stories portray the difficulties of young
adults as they attempt to resolve various situations: how to accept
one's own or another's sexual orientation that is different from what
the majority prefers; how to disclose homosexual identity to one's
family or friends; and how friends, family members, and adult role
models can help youth gain the courage to live as openly gay or lesbian
persons. Reading these stories allows vicarious access to the lived
realities of silencing and homophobia from a variety of perspectives.
Annie on My Mind, by Nancy Garden (Toronto: Collins, 1982)
This award-winning novel is the story of Liza and Annie, two young
women whose high school friendship becomes a loving relationship during
their college years. Because Annie and Liza are at first confused
about their attraction, they try to disguise their identities and
then endure homophobic attitudes once their orientation is revealed
at the private school Liza attends. Two older women who have shared
a long-term lesbian relationship serve as sources of strength and
positive role models for the young women as they come to accept their
identities and their relationship. Institutional prejudice is an important
concern in this novel.
The Best Little Boy in the World, by John Reid (New York: Ballantine
Books, 1976)
Published under a pseudonym, this humorous novel is the story of one
young man's struggle to accept his homosexuality and disclose his
true identity to family and friends. "John Reid" describes his awareness
of sexual attraction to male peers in early adolescence, his attempts
to disguise his identity in high school with heterosexual dating,
the inner turmoil he experiences in college when he fears acting on
his attraction to same-sex peers, and the vulnerabilities inherent
in the process of coming out to friends and parents who eventually
accept his true orientation.
The Family Heart: A Memoir of When Our Son Came Out, by Robb Forman
Dew (New York: Ballantine Books, 1994)
This movingly written memoir and a New York Times Notable Book is
told from the perspective of a heterosexual parent whose college-age
son discloses his homosexual orientation. Robb Forman Dew describes
her spiritual journey as a well-meaning but sometimes misinformed
mother who must overcome myths and stereotypes about homosexuality
to understand and accept her son's revelation that he plans to live
as an openly gay man. This book helps readers to understand homophobia
and coming out from the perspective of a heterosexual parent.
Reflections of a Rock Lobster, by Aaron Fricke (Boston: Alyson Publications,
1981)
Aaron Fricke has written a straightforward autobiography about his
personal struggle to accept a homosexual identity. Fricke recalls
same-sex attraction during his childhood years, concealment of identity
during adolescence, and humiliation when subjected to cruel, homophobic
jokes of acquaintances and peers. A friendship with a worker from
the National Gay Task Force inspires him to come out and pursue taking
a male date to the senior prom. Fricke describes his metamorphosis
from painfully hiding his identity to ultimately finding pride in
being openly gay. Fricke often appears on talk shows and writes widely
about gay issues.
Two Teenagers in Twenty, edited by Ann Heron (Boston: Alyson Publications,
1994)
An expanded edition of the original One Teenager in Ten (Heron 1983),
this selection reflects the estimate that about 10 percent of
the
population is gay or lesbian. The short, forty-some sketches give
first-person accounts by young adults of confusion and concerns about
sexual attraction, homosexual orientation, and disclosure of identity
to others.
A Way of Life, A Way of Love: A Young Person's Introduction to What
It Means to Be Gay, by Frances Hanckel and John Cunningham (New York:
Lothrop, Lee & Shepard, 1979)
Published in 1979, this book is somewhat dated - for example, the
subject of AIDS is not addressed - but it does contain some valuable,
well-written sections, particularly on crises in identity orientation
and on the wide range of human diversity among persons who are gay
and lesbian.
Young, Gay, and Proud!, edited by Don Romesburg (Los Angeles: AlyCat
Books, 1995)
Written in a highly affirming tone, this current edition of the initial
1980 version offers information about nearly every topic of interest
to gay and lesbian teenagers. Readers of all ages can gain insight
into such concerns as self-image, the negative effects of labeling,
bisexuality, coming out, drug use, and STDs. An additional feature
of interest is a section containing brief biographies of important
gays and lesbians of history as well as lists of famous contemporary
homosexuals, including writers, politicians, entertainers, and athletes.
Sources of further information are also provided.
Besides these books, additional information to foster an understanding
of developmental issues and prejudices includes materials available
from the Gay, Lesbian, and Straight Teachers Network, or GLSTN, the
largest national organization for ending homophobia in public schools
(GLSTN, 122 W. 26th Street, Suite 1100, New York, NY 10001; telephone
(212) 727-0135; Web: http://www.glstn.org/respect/). Its summer and
fall 1996 catalog, Concerning Our Children, lists and annotates books
for both adolescents and adults. Some titles are works of fiction,
while others are informational, some of which may be intended
for
scholars rather than more general readers. GLSTN's 1996 fall and winter
Publications Guide is a brochure that suggests not only books but
also videos such as Setting the Record Straight and Teaching Respect
for All, with the latter having a live-audience workshop on combating
homophobia. The brochure also contains ordering information on modules
for staff development in schools.
Conclusion
Mocked, rejected, and misunderstood by parents, educators, and classmates,
gay and lesbian youth grow up in a society that condemns and
devalues
their identity. Experiences of isolation and the emotional pain of
alienation, hopelessness, and despair contribute to lowered self-esteem,
identity conflicts, and adverse coping behaviors such as hidden
identities,
abuse, suicide, and school avoidance. Instead of participating
in
the estrangement of these adolescents from themselves, educators should
be more sensitive to issues affecting gay and lesbian youth. By reading
the stories concerning these youth, educators can become aware of
harassment and its negative affects, alert to symptoms of depression
and substance abuse that can indicate potential suicide attempts,
cognizant of how gay and lesbian teens may disguise their identities
by passing for heterosexual, and sympathetic to the inner turmoil
teens feel when wrestling with decisions about accepting themselves.
Becoming informed is a first step for educators in creating safe,
affirming environments for gay and lesbian youth.
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Brownworth, V. A. 1992. America's worst-kept secret. The Advocate
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Jonatha W. Vare is an assistant professor and Terry L. Norton is a
professor in the College of Education, Winthrop University, Rock Hill,
South Carolina.
Vare, Jonatha W.; Norton, Terry L., Understanding gay and lesbian youth:
sticks, stones, and silence.. Vol. 71, The Clearing House, 07-17-1998,
pp 327(5).