Healthy, Happy, and Gay

Healthy, Happy, and Gay: Gay Youth and their Particular Health Issues: An analysis of Gay and Lesbian Youth and the Effects on their Personal Health.

On the subject of growing up gay in an anti-gay world, I speak with some authority. I came out of the closet at the age of seventeen, in a time and place before Ellen, before RuPaul, before the 1993 March on Washington, before I knew of or conceived that another gay person actually existed in the rest of the world. It is a very isolating experience, and led me through some dark corridors of behaviors and situations I would rather have avoided. Now that I am older and have not only found my community, but have studied the topic from an academic and anthropological point of view, I understand now that not only was I not alone, despite my desperate feelings of loneliness, but there were likely several other teens who felt exactly the same way right in my own community. Even today, after Ellen, there are some places and communities where homosexuality is denied, and teens are left alone to feel isolated, and suffer the devastating effects of these emotions on their health and general well-being. Something should be done to reach out to them, the way I was finally reached in college, through support networks and social gatherings and political efforts that gave me the sense of purpose and belonging I missed all throughout my high school years.

Sexuality is one of the main issues in a young person’s life. Teenagers who are coming into adulthood are experiencing sexual urges for the first time in their lives, and each one is struggling to make sense of these feelings and how they fit into their larger perspective of who they are. For heterosexuals, it is relatively easier to come to terms with these issues, as they are regularly addressed through the appropriate means, such as sex education. For homosexual youth, their own issues are largely ignored or condemned by society, and these teens are left to struggle with these feelings of deviance on their own. The results are well-documented if not adequately studied: suicide, HIV infection, depression, anti-social behavior, loneliness, rape or sexual abuse, and drug and alcohol addiction are all common symptoms of adolescents who question their sexuality or display outward signs of homosexuality.

Stressors related to isolation, stigma, and violence may predispose homosexual adolescents to impaired social, emotional, and physical health, resulting in depression and suicide, school problems, substance abuse, running away eating disorders, risky sexual behavior, and illegal conduct. As with all adolescents, the overall goals in the care of homosexual youth are to promote normal adolescent development, social and emotional well-being, and physical health. A comprehensive, multidisciplinary approach is required to address medical, mental health, and psychosocial issues within the context of the adolescents' community and culture. (Stronski Huwiler & Remafedi 1998)

Homosexuality has long been a major issue in the culture wars. Some people believe and insist that homosexuality is a choice, and thereby influenced by culture and society. Others believe that it is an inherited genetic trait and should be treated with no more deference than left-handedness or color-blindness. Whichever of these opinions you favor, the fact is that homosexuality appears in every culture, and in every type of family style, regardless of upbringing or social constructs. Adult homosexuals who have isolated themselves tend to find a community of like-minded individuals and congregate in vocations and recreational activities that encourage acceptance, and so therefore have created a sub-culture of their own. Teenagers, on the other hand, rarely have the opportunity to feel like they are a member of any culture, least of all the one they are brought up in. Minority cultures tend to have less tolerance for homosexuality, and so children of these families tend to fall into the same pattern of isolation as those of the dominant culture.

To date, relatively little research has been conducted regarding gay and lesbian youth, due in part to our culture’s debate regarding the authenticity of some of these claims. Some statistics, however, have been accumulated that demonstrate the adverse effects of homosexuality and its treatment by our culture on those who are very young and dealing with this issue. The following is a collection of statistics from the Gay, Lesbian, and Straight Education Network (as cited on GLSEN 2009):

• 97 % of students in public high schools report regularly hearing homophobic remarks from their peers
• 53% of students report hearing homophobic comments made by school staff
• 80% of prospective teachers report negative attitudes toward gay and lesbian people
• Two-thirds of guidance counselors harbor negative feelings toward gay and lesbian people
• 11.5% of gay and lesbian youth report being physically attacked by family members
• 42% of homeless youth self-identify as gay/lesbian
• Homosexuals are probably the most frequent victims [of hate crimes] in the U.S.
• 45% of gay males and 20% of lesbians report having experienced verbal harassment and/or physical violence as a result of their sexual orientation during high school
• 42% of adolescent lesbians and 34% of adolescent gay males who have suffered physical attack also attempt suicide
• 30% of gay and bisexual adolescent males attempt suicide at least once
• 83% of adolescent lesbians use alcohol, 56% use other drugs, and 11% use crack and/or cocaine
• 68% of adolescent gay males use alcohol, 44% use other drugs
• 53% of students report hearing homophobic comments made by school staff.
The following statistics are from the website, “Creating Safe Schools for Lesbian and Gay Students: A resource guide for school staff.” (Youth Pride, Inc. 1997)
• 28% of gay and lesbian high school students in a national study were seen to have dropped out of school because of harassment resulting from their sexual orientation.
• Approximately 20% of all persons with AIDS are 20-29 years old; given the long latency period between infection and the onset of the disease, many were probably infected as teenagers.

There has always been a debate over statistics concerning homosexuality, but even by the most conservative estimates, there is always a likely chance that one of your students in every class will be gay, bi, or questioning. “Researchers and social scientists suggest that 1 to 3 of every 10 students is either gay or lesbian, or has an immediate family member who is. Thus, between 3 and 9 kids in every class of 30 has had some direct experience with the issues of homosexuality and homophobia.” (Youth Pride, Inc. 1997) One can surmise from these statistics that there is a statistical likelihood that adolescents who identify as homosexuals have a unique vulnerability to certain health problems that their heterosexual counterparts may experience to a lesser degree. It begs the question why hasn’t more been done to counteract this trend?

Sexuality among teenagers and the related health concerns are addressed on the list of health goals on the website “Healthy People 2010” (2009). There is evidence that while all teenagers are in need of projects to address these issues, there would be an added advantage of addressing the singular issues of homosexuality in an effort to provide comprehensive coverage and preventative measures to address the related health concerns. The following is a list of specific health goals that are in some way directly related to the issue of sexual orientation, and would greatly benefit from programs that addressed this issue:

• Increase the proportion of young adults who have received formal instruction before turning age 18 years on reproductive health issues, including all of the following topics: birth control methods, safer sex to prevent HIV, prevention of sexually transmitted diseases, and abstinence.
• Reduce the number of new AIDS cases among adolescent and adult men who have sex with men.
• Increase the proportion of sexually active persons who use condoms.
• Reduce the annual rate of rape or attempted rape.
• Reduce the rate of suicide attempts by adolescents.
• Reduce the proportion of persons engaging in binge drinking of alcoholic beverages.

If a community or school is serious about addressing these issues to prevent undesirable health effects stemming from issues of sexual orientation in young people, they first have to agree as a community to step back from judgment and take a positive approach to gay and lesbian youth and their support. The following is a list of steps that any responsible adult in the community can take on their own to provide a safe school environment for those who are struggling with these issues:

1. Make no assumption about sexuality. If a student has not used a pronoun when discussing a relationship, don't assume one.
2. Have something gay-related visible in your office. A sticker, a poster, a flyer, a brochure, a book, a button…
3. Support, normalize and validate students' feelings about their sexuality. Let them know that you are there for them.
4. Do not advise youth to come out to parents, family and friends as they need to come out at their own safe pace. Studies show as many as 26% of gay youth are forced to leave their home after they tell their parents.
5. Guarantee confidentiality with students. Students need to know their privacy will be respected or they will not be honest about this important issue.
6. Challenge homophobia. As a role model for your students, respond to homophobia immediately and sincerely.
7. Combat heterosexism in your classroom. Include visibly gay and lesbian role models in your classroom.
8. Learn about and refer to community organizations.
9. Encourage school administrators to adopt and enforce anti-discrimination policies for their schools or school systems which include sexual orientation.
10. Provide role models. Gay and straight students benefit from having openly gay teachers, coaches and administration. (Youth Pride, Inc. 1997)

Adolescents should be made aware that they always have avenues of support whenever they have a concern about their sexuality or any of the related health issues. Even though the locations and phone numbers for these hotlines and/or support centers might be readily available online for any young person to find, they should be made overtly aware that they exist, and they should be encouraged to explore and discover the types of resources available to them at all times. An example of a neighborhood safe spot is “The Hillcrest Youth Center”, which is an organization in San Diego that is “committed to providing a safe, affirming space for LGBTQ youth to be proud of who they are and the freedom to discover who they might become.” (2009) There are also hotlines, such as the “GLBT National Youth Talkline” sponsored by the GLBT (Gay, Lesbian, Bisexual & Transgender) National Help Center. These are both resources that should be introduced to all teenagers, regardless of their perceived sexuality, in case any of them might not be showing signs that they are dealing with some major concerns regarding their own or a friend’s sexual identity.

As a teacher of music, I have a unique opportunity to help provide some positive role models for gay and lesbian students. Information and disclosure about famous homosexuals in music, such as Aaron Copeland, Franz Schubert, and Leonard Bernstein, can have a positive effect on gay and lesbian youth who might not be aware of specific role models. Having role models can provide a source for better self-esteem, as well as the knowledge that despite their adversity, gays and lesbians have been able to make a name for themselves and be successful.

The argument that sexual orientation can be directly linked to unhealthful behaviors is made in the “Journal of Homosexuality, by A. Damien Martin and Emery S. Hetrick, (1988). “Homosexually oriented youth are victims of a society-wide process of stigmatization that has negative social, economic, and emotional effects on its victims.” (ibid, p. 181)Their main point is that the social stigmatization of homosexuals and the resulting isolation can manifest itself in self-destructive behavior like suicide or promiscuity, as well as drawing external damaging influences such as abuse. The first and most immediate effect of social isolation is an internalization of the sexual issues. “Social isolation, with its consequent emotional and social pressure, seems to be of a paramount importance in adolescent promiscuity, especially among gay males…His obsessive concern with his sexual orientation, which results from his fear of disclosure, is transformed into an obsessive concern for sexual behavior.” (ibid, p. 171) Fear is the key emotion found in this equation, and fear of peers and socialization can be a destructive social malady that can result in “…signs of clinical depression—pervasive loss of pleasure, feelings of sadness, change of appetite, sleep disturbance, slowing of thought, lowered self-esteem with increased self-criticism and self-blame, and strongly expressed feelings of guilt and failure.” (ibid, p. 172)

They assert that the problem lies mainly with the professionals who are responsible for the social conditioning of the adolescents, namely, the teachers. “Lack of training, personal attitudes toward homosexuality, and the fear that teachers and other professionals have of addressing the issue, all affect the professional behavior of teachers and others in the educational setting.” (ibid, p. 179) As the above website has established, a positive approach that includes teenagers of all sexual orientations is one in which students of divergent sexuality can thrive and feel better about themselves, and perhaps avoid unhealthy behaviors. “Education and training about sexuality, including information about homosexuality, should be directed toward both homosexually and heterosexually oriented youngsters.” (ibid, p. 178)

Not many people are willing to concede the urgent health concerns that are directly related to sexual orientation, particularly among school aged adolescents. A conservatism that pervades the social and educational policies have been inclined to ignore the problem, lest they appear to be encouraging what they deem to be “immoral” behavior by addressing it openly. Meanwhile, they are simultaneously perpetuating the problem by the very fact that they are ignoring it. Nothing can be done to stop the emergence of gay youth from every diverse sample of the population, but something can and should be done to make sure that their own unique health issues are addressed. These are future citizens whose health and well-being effects us all, and we need to do our part as a community to make sure that they are met with a positive support system and programs that identify and address their unique needs.


References:
Gay, Lesbian and Straight Education Network, (2009) retrieved from http://www.glsen.org/cgi-bin/iowa/all/home/index.html on November 16, 2009
Martin, A. Damien and Hetrick, Emery S. The Stigmatization of the Gay and Lesbian Adolescent, Journal of Homosexuality, 15: 1, May 1988, 163 — 183
Office of Disease Prevention and Health Promotion, U.S. Department of Health and Human Services (2009) Healthy People 2010, retrieved from http://www.healthypeople.gov/default.htm on November 16, 2009
Stronski Huwiler SM, Remafedi G. (no date) Adolescent homosexuality. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/9742300 on November 16. 2009
Youth Pride, Inc. (1997) Creating Safe Schools for Lesbian and Gay Students:
A resource guide for school staff. Retrieved from http://www.members.tripod.com/~twood/guide.html on November 16, 2009

Critical Pedagogy: Teachers Can Learn to Teach from their Diverse Students, An Analysis of “Whiteness” in the Classroom.

Critical Pedagogy: Teachers Can Learn to Teach from their Diverse Students, An Analysis of “Whiteness” in the Classroom.

“When language is controlled in schools, thought is controlled in the future.” (Wink, 2005) Many of us start out as new teachers thinking, “I know my subject matter, these kids will do it the right way!” We attempt to control every word we utter, and every response we elicit. Somewhere along the way we realize that we are losing the battle with some, if not all, of our students. We try to control them more, hold them faster to the rules and the standards we’ve always known are tried and true, resulting in even more rebellion and lack of enthusiasm from our students. “Conventional pedagogy models that teach us to ‘maintain control and order’ do not allow us to conceptualize success as a somewhat unsettled classroom.” (O’Brien, 2004) We find ourselves in a power struggle, and when the students feel like they have nothing to lose because they have no future anyway, learning does not get done.
Lisa Delpit (2006) lists these rules regarding the dynamics of power in the classroom:

1. Issues of power are enacted in classrooms.
2. There are codes or rules for participating in power; that is, there is a “culture of power.”
3. The rules of the culture of power are a reflection of the rules of the culture of those who have power.
4. If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier.
5. Those with power are frequently least aware of—are least willing to acknowledge—its existence. Those with less power are often most aware of its existence. (p. 24)

These dynamics do not always involve cultural diversity, such as in the case of a white teacher teaching a classroom full of black students. But there are lessons inherent in this racial interaction that teachers must learn in order to balance the weight of power back into the hands of the students, where it belongs. “The teacher cannot be the only expert in the classroom. To deny students their own expert knowledge is to disempower them.” (Delpit, 2006)

Regardless of whether you are Black or White, an individual’s political point of view is heavily influenced by their own native culture. It requires a high degree of introspection and reflection to be able to see another individual’s point of view. It requires, additionally, a lengthy and thorough analysis of each opposing points of view in order to reconcile them. And finally, it requires sensitivity, empathy, creativity, and an open mind in order to create an environment where both points of view can be shared without conflict. “Teachers who are not truly self-reflective, teachers who fail to challenge their own cultural notions, assumptions, and biases will recreate oppressive models; this is not necessarily intentional. It is the inexorable influence of white supremacy in an inherently racist culture, and it can be extremely subtle.” (Featherston & Ishibashi, 2004) In the modern, multi-cultural classroom, teachers are the ones who require all of these things in order to provide a safe, stable, learning environment for all students regardless of their cultural heritage and political point of view.

The authors responsible for the materials for this course have demonstrated a deep understanding of all of these elements, and not only specifically define the codes for a multi-cultural discourse, but have given us the tools necessary to implement such a balanced environment. It is through their conversations about race, culture, and other “isms” that I have begun to understand my role as a teacher. I have begun to see clearly the mistakes I have made in the past, where they came from, why I should avoid them, and how I can ensure my success in the future.

Being able to care for your students enough to take the time to understand them, and learn from them how they learn best, this is the essence of critical pedagogy. “Critical pedagogy is a prism that reflects the complexities of the interactions between teaching and learning. It highlights some of the hidden subtleties that might have escaped our view previously. It enables us to see more widely and more deeply. This prism has a tendency to focus on shades of social, cultural, political, and even economic conditions, and it does all of this under the broad view of history.” (Wink, 2005). Teachers can use critical pedagogy as a tool to reach their students, particularly those whose cultural background influences the way they think and behave in a classroom. Critical pedagogy goes beyond the immediate problem of teaching the subject matter to ensuring the success of the students to comprehend your methods of teaching the subject matter, and in the process build character and an appetite for learning.

Educators who wish to see the other side of the race issue need to listen to those who have been in the process of reflecting on their own racism. The studies that show the degree to which racism is instilled not just in our curriculum, but in our interpersonal communications and presentation, are an important tool to view the issue from a non biased perspective:

“Many educators who desire to transform the hierarchies of race, class, gender, and other forms of oppression in their classrooms often focus on altering the content of their curriculum rather than on the process by which that curriculum is developed in the classroom space. Yet developing an inclusive learning experience involves not only decentering whiteness…in course material but also making space for nondominant modes of interaction and behavior as wars of processing that material.” (O’Brien, 2004)

The only drawback in this analysis would be the tendency to fall into a position of defensiveness, from which it would take a lot more empirical evidence to convert a doubting teacher. Several people in the class have asserted that there is in fact, no racism in the classroom, or that they would be doing their students a disservice to address it within the context of the learning environment. This runs exactly counter to the points that these authors are trying to make. “Education is never politically neutral. As a matter of fact, the most potentially subversive act is to teach. Everything from the classroom protocol to seating arrangement and pedagogical style can reinforce or challenge traditional power structures.” (Lippin, 2004) What I have noticed, however, through the course of discussions about these topics, is that the very act of discussing them brings to the surface a lot of previously “hidden” topics. The act of hashing out these debates, complete with emotional reaction and aversion, is the very essence of critical pedagogy.

Silence may be golden, but “naming” is essential to the process of recovery for many students who feel left out of the education process. Naming is the act of calling out racism or any other kind of “ism”. It is a powerful political tool in the effort to battle “silencing”. “Naming takes place when the nondominant group tells the dominant group exactly what the nondominant group thinks and feels about specific social practices.” (Wink, 2005) A teacher who encourages naming, and helps foster a true honest discourse about racial inequality, particularly in education, is one who is working toward creating a safer environment for students to work through these feelings. “Naming, giving students a vocabulary to express personal experiences and feelings, is the first step in honoring difference, and it creates a space for transformation.” (Featherston & Ishibashi, 2004) If the student feels respected, even if they are wrong in their assumptions, they will be more inclined to work harder toward a common ground with the teacher.

In my work as a teacher, I must strive to be sensitive and open minded at all times. I should not be afraid of discourse, particularly about race and culture. These authors have shown me why I have to keep my mind aware of my own “whiteness”, and how I can guard against allowing it to influence my teaching style to the detriment of my diversified student body. I must be open to suggestions and the allowance of student-centered learning to guide the students through the difficult process of learning in a cultural setting they may not be used to, just as I must learn to teach students in a setting that I may not be used to. “Pedagogy is not just about me, teaching. Pedagogy is the process of teaching and learning together. It is fundamentally about human interactions, the joy of playing with new ideas, and the challenge of integrating those ideas in the real world.” (Wink, 2005) I also have learned that multicultural education is not simply a matter of including diverse subject matter into the curriculum, but also has to do with the structure of the curriculum, and of the class itself, and my students’ interaction with me and each other.

Language is the primary element in culture, as language choice is the primary source of cultural dissonance in the classroom. As a teacher, I must choose my words carefully to avoid discounting a student’s culture or belief system. Likewise, I must be sensitive to their own language use and not let it negatively influence my opinions about them. “If teachers hope to avoid negatively stereotyping the language patterns of their students, it is important that they be encouraged to interact with, and willingly learn from, knowledgeable members of their students’ cultural groups.” (Delpit, 2006) It is my duty to become familiar with the language of my students, how it reflects their culture, and show respect for these things.
“[Teachers] should recognize that the linguistic form a student brings to school is intimately connected with loved ones, community, and personal identity. To suggest that this form is “wrong” or, even worse, ignorant, is to suggest that something is wrong with the student and his or her family…Teachers need to support the language that students bring to school, provide them input from an additional code, and give them the opportunity to use the new code in a nonthreatening, real communicative context.” (Delpit, 2006)

It is equally important for me to guard against ignoring the issue of racism in the class. Just because I pretend not to notice it won’t make it go away. In fact, my ignorance of a student’s feelings will tend to make the issue worse, and inflame it to the point of permanently damaging my relationship with not only that student, but any other student who might sympathize with her.

We might imagine we're creating color-blind environments for children, but differences in skin color or hair or weight are like differences in gender—they're plainly visible. Even if no teacher or parent mentions race, kids will use skin color on their own… children extend their shared appearances much further—believing that those who look similar to them enjoy the same things they do. Anything a child doesn't like thus belongs to those who look the least similar to him. (Bronson & Merryman, 2009)

Our traditional methods have thus far failed a large percentage of the minority population, and so we as educators must explore alternatives. Particularly with Black students, it is known that their language use and cultural style reflects a more emotional and expressive content than standard English, and we should learn to recognize the significance of this before we become harsh in our criticism of its usage. “Traditional American schooling could be patterned after a communicative orientation that emphasizes something other than the socioemotional, creating discontinuity between the young African-American child’s manner of interacting and the requisite school manner.” (Kinkade, 1994)

For some time, among members of the linguistics community, African American Vernacular English (AAVE) has been an accepted form of dialect reflecting more than just the traditional idea of a lack of education and “lazy tongue”, but also a much more refined concept of a cultural heritage with language as a unique form of social expression, with its own qualities outside of the “normal” qualifications of the ideal “prestige” language. “Children who speak AAVE are faced with multiple conflicts stemming from numerous factors, including teachers’ negative judgments of a child’s speech, children’s desire to succeed in school, and their sometimes incompatible desire to be accepted by their own peers.” (Bonvillain, 2008) Addressing this disconnect between a student’s “lazy tongue” and their proud cultural heritage can go a long way toward reconciling racism in the classroom.
Otis Grant (2003) makes a clear example of how a teacher can begin to address these issues in the classroom in an effective way. It all comes down to building relationships with your students, and through mutual respect, everyone can begin to break down barriers to learning.

Developing a positive relationship with students in a course must occur on two levels. The first level is to accept the students as a group. The instructor must be aware of group conformance, and plan for those students who cannot adhere to peer pressure. The second level refers to personal interaction between the student and the instructor. Students learn best when they have a good rapport with the instructor. Therefore, the instructor must convey respect for the student, regardless of that student’s philosophical position. Respect does not mean that the instructor must agree with the student; rather, it means that the instructor treats the student as a valued member of the class. When both the instructor and the student exercise mutual respect, discussions will rarely get out of control. If there is a personal attack during a classroom discussion, then the instructor should immediately take the position of the student who is being attacked. It does not matter whether the instructor agrees with the position of the person who is being personally challenged. What is important is that the instructor makes explicit efforts to encourage the free expression of ideas within the classroom. This way, all students are encouraged to participate in classroom discussion with absolute ease. (Grant, 2003)

Reading these works have inspired me to speak more openly about race in the classroom and not to be afraid of a little controversy or emotionally heated debates. If we are to always shy away from these debates out of fear, then the issue will never resolve itself. It takes an active, thinking, heartfelt discussion to analyze the subtle interactions of power and the lessons of powerlessness in the classroom.





References:
Bonvillain, N. (2008). Language, Culture, and Communication: The Meaning of Messages (5th ed.). Upper Saddle River: Prentice Hall.

Bronson, P. & Merryman, A. (2009). See Baby Discriminate. Retrieved from http://www.newsweek.com/id/214989/page/1

Delpit, L. (2006) Other People's Children: Cultural Conflict in the Classroom. New York: The New Press.

Featherston, E. & Ishibashi, J. (2004) Oreos and Bananas: Conversations on Whiteness. In Lea, V. & Helfand, J. (Ed.), Identifying Race and Transforming Whiteness in the Classroom. (87-108) New York: Peter Lang.

Grant, O. (2003). Teaching and Learning about Racial Issues in the Modern Classroom. Retrieved from http://radicalpedagogy.icaap.org/content/issue5_1/02_grant.html

Kincade Blake, I. (1994). Language Development and Socialization in Young African-American Children. In Greenfield, P., Cocking, R. (Ed.), Cross-Cultural Roots of Minority Child Development. (pp. 167-196) Hillsdale: Lawrence Erlbaum Associates


Lippin, L. (2004) Making Whiteness Visible in the Classroom. In Lea, V. & Helfand, J. (Ed.), Identifying Race and Transforming Whiteness in the Classroom. (109-131) New York: Peter Lang.

O’Brien, E. (2004) “I Could Hear You If You Would Just Calm Down”: Challenging Eurocentric Classroom Norms Through Passionate Discussions of Racial Oppression. In Lea, V. & Helfand, J. (Ed.), Identifying Race and Transforming Whiteness in the Classroom. (68-86) New York: Peter Lang.