Greg Knotts
“School Experiences of Gay and Lesbian Youth” was co-published simultaneously as “Journal of Gay and Lesbian Social Services,” Volume 7, Number 4 — and this social service theme is prevalent throughout the various texts within this collection. Harris has amassed a variety of authors addressing a variety of experiences of gay and lesbian youth in schools. The foreword introduces us to the idea of the historic silences of gay and lesbian youth and the need for just this kind of scholarship to address identity issues of gay and lesbian youth. Harris herself pens a preface to the collection comparing the conceptual frameworks used within the various pieces, from conceptual analyses to case studies to qualitative studies to formal questionnaires. She reiterates the historical silence motif and asserts that this collection helps lend voice to the many experiences of gay and lesbian youth we are only now learning about in a systematic manner.
The first essay, by Susan Morrow, addresses career development of out gay and lesbian youth. Morrow couches her discussion in the identity issues facing gay and lesbian youth. This discussion builds from Hetrick and Martin's work on identity and asserts that gay and lesbian youth have 'more' to confront in their identity formation than their heterosexual counterparts. This identity formation, when facing the reality of beginning a job and potential career, is one more layer confounding the issue of career building for gay and lesbian youth. Morrow uses Marcia's work about identity resolution and role confusion, as well as Holland's discussion of individual preferences in work, to address the needs of gay and lesbian youth in the work force.
Morrow says that many gay and lesbian youth 'opt out' of particular careers before even attempting them because they feel constricted by gender norms and expectations and that particular careers might be inaccessible or even inappropriate for them because of their sexual orientation. Many gay and lesbian youth are motivated by fear of being discovered to be gay, before they have the opportunity to claim that identity for themselves — and this fear is compounded in the work force, where they are trying to fit into a new environment and gain expertise. Sexuality, for gay and lesbian youth, is more than a 'background variable' and often directly impacts their day-to-day lives in a way that sexuality for heterosexual youth does not. Morrow discusses the lack of role models and the need for counseling and career development services specifically targeted for gay and lesbian youth.
The work of Jordan, Vaughn, and Woodworth is derived from a questionnaire intended to address both negative and positive experiences of lesbian, gay, and bisexual youth in high school. The article addresses, by reiterating what is commonly found in gay and lesbian youth literature, the negative experiences of gay and lesbian youth, but seeks to also focus on the positive coping skills of these youth. Many of the respondents in the study speak of decline in academic performance, school failure, dropping out, lack of school involvement, and suicide attempts. These are common themes found in the experiences of gay and lesbian youth.
The gay and lesbian youth in this study report the common use of derogatory words on campus — by fellow students as well as by staff and faculty. Over 40% were able to identify at least one person on the staff or faculty who was outwardly hostile and not supportive of gay issues. 50 % of students report they are physically or verbally harassed at school and 47% report that this harassment results in a fight.
However, this study also found that a majority of gay and lesbian youth finds there to be positive school experiences as well. A majority feel supported at school and almost 50% of students feel that there is information available to them at school regarding sexual orientation questions. The positive experiences found in this study are encouraging. A majority of youth identifies as gay or lesbian and is happily adjusted to this identity. A majority report there is support at school — if not a supportive environment — then at least someone they can go to for support on their high school campuses. Over 40% of gay identified youth report that gay and lesbian issues are addressed in the curriculum and classroom discussions. Over 40% of gay and lesbian youth are involved in leadership positions in their schools. Jordan, Vaughn, and Woodworth want us to know that there are positive experiences happening for gay and lesbian youth at school.
Malinsky writes of female sexual minority students in high school. Her study affirms earlier work that maintains that young lesbians have 'triple invisibility:' that of being children in an adult world, women in a male-dominated world, and as lesbians they are invisible in a gay world. The study reiterates many of the negative experiences of gay youth mentioned above: harassment, silencing, and poor student achievement. Malinsky also reports that the young women in her study almost unilaterally call for more role models — more out teachers to whom they want to turn for advice and help in negotiating their identity formation.
Herr focuses on the socially constructed school failure of many gay and lesbian youth through institutionalized homophobia and heterosexism in the schools. Herr's qualitative study revealed that gay and lesbian youth are clamoring for more exposure to gay issues and themes in the curriculum, the need for role models, and the skills to battle heterosexism and homophobia in the school environment. Herr also calls for all teachers — gay and straight alike — to investigate and interrogate their own beliefs about sexual minorities in order to better be able to serve as resources for gay and lesbian youth.
Rey and Gibson offer a look at young, heterosexual college students' recollections of high school and the various anti- gay and lesbian behaviors and attitudes that were pervasive throughout their high school experiences. Many youth report that harassment of all kinds was rampant in their high schools — often the respondents were the perpetrators themselves. Fulfilling needs of social conformity and affiliation, many (presumably) heterosexual high school youth will harass gay and lesbian youth. The preponderance of youth who harass others tend to be male, homophobic, and to have lower GPAs. Rey and Gibson offer some implications for school environments including the need for more teacher and student training and the need for explicit policies on harassment where none exist.
The contributions by Harris and Bliss as well as by Fontaine focus on the silencing of gay and lesbian youth, the generally non-supportive high school environment, and the call of gay and lesbian youth for more role models.
This call for more models, and the silencing of gay and lesbian voices are two pervasive themes within this collection. Many focus on the negative experiences of gay and lesbian youth in high school — these studies often reiterate what is known to be a hostile environment for gay students. What is most striking about this collection are the articulate, specific, and explicit desires of gay and lesbian youth. These voices, while silenced in their school communities, are empowered to speak on their own behalf through these research efforts.
These studies begin to offer voice, begin to uncover the historic silences of these voices, and offer a way for them to articulate their experiences. The collection, while not transformative in the specific nature of the individual findings, is transformative in its collective power. Harris compiles studies that begin to lend voices where there have previously been gaps and silences. The School Experiences of Gay and Lesbian Youth become voiced. They call for us to act. It is time we hear them and heed their call.
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