GLBT (Gay, Lesbian, Bisexual, and Transgender)
Sexual Orientation, Gender Identity and Human Behavior
Sexual
identity is the enduring sense of oneself as a sexual being which fits a
culturally created category and accounts for one’s sexual fantasies, attractions,
and behaviors. Self-definition need not
be static or publicly declared. There
are developmental pressures in our culture toward consistency in sexual
impulses, images, attractions, and activities.
An adolescent may have a same-sex sexual identity but engage in
heterosexual behavior and feel attractions for both sexes but in different ways
(e.g., lust toward males and emotional love for females or visa versa).
(D’Augelli, D. Patterson, C. 2001).
It is uncertain
what causes differences in sexual orientation.
Sexual orientation is most likely determined by a combination of
genetic, hormonal, cognitive, and environmental factors. (Strickland, 1995).
Sexual
orientation is a continuum. (Kinsey, 1948).
Heterosexual,
homosexual, and bisexual males and females exhibit a similar physiological
response to sexual stimulus. (Santrock, 2003).
In
the 1970s, the American Psychological Association and the American Psychiatric
Association revised their positions on homosexuality. Both determined that
homosexuality is not a mental disorder. In 1994, the American Medical
Association released a statement saying, “Most of the emotional disturbance
experienced by gay men and lesbians around their sexual identity is not based
on physiological causes but rather is due more to a sense of alienation in an
unaccepting environment.”
Transgender
is a term that describes a broad range of people who experience and/or express
their gender somewhat differently from what most people expect. It is an
overarching term that includes transsexual people and cross-dressers as well as
anyone expressing gender characteristics that don’t correspond with
characteristics traditionally ascribed to the person’s sex or presumed sex. It is not a sexual orientation.
Some transgender people may define themselves as female-to-male or male-to-female transsexual, and may take hormones prescribed by a doctor and undergo medical procedures for sex reassignment surgery. And some people identify as transgender because they don’t feel comfortable with either the male or female gender exclusively. Transsexual is a medical term describing people whose gender and sex do not line up, and who often seek medical treatment to bring their body and gender identity into alignment. Cross-dressers identify as their gender at birth but sometimes dress in clothing of the opposite gender. Transvestite is a psychiatric term describing men and women who cross-dress for sexual gratification. Many people, however, do not cross-dress for that reason, but do so to express their transgender nature — and prefer the terms cross-dresser, drag king or drag queen. Whatever you feel most comfortable with, it’s important to realize that gender varies and many people don’t fit neatly into one narrow definition. Further, many transgender and transsexual people are gay, lesbian or bisexual. (HRCF, 2004)
Risks: HIV, AIDS, Harassment,
Violence, Stigma, and Depression
If
one were to choose in the life cycle when the acquisition of a GBLT identity
might be most disruptive, adolescents would be a prime candidate. The central tasks of adolescents and young
adulthood are, according to Erickson (1963), to discover self identity and
develop intimacy with another person.
Adolescents are sexual beings and telling them to “just say no to sex” is not
enough.
GBLT youths
report more substance use, high-risk social behavior, suicide thoughts or
attempts, and personal safety issues than heterosexual youths. Of those who are sexually active, GBLT youths
report more lifetime and recent sexual partners than heterosexuals. (Blake,
2001).
Youths
experiencing same-sex or both-sex romantic attraction is at greater risk for
experiencing, witnessing, and perpetrating violence. The higher incidence of violence perpetrated
by those attracted to the same or both sexes is explained by their own
experiences of violence. (Russell, 2001).
Schools are among
the critically important social contexts for adolescent development. For many GLBT adolescents, educational
experiences are characterized by stigmatization, prejudice, isolation, and
discrimination. (Elze, 2003).
GLBT
youth perceptions of their school environment within the context of the
educational setting constitute a prevalent and visible form of social injustice
that commands and demands the attention of all educators.
The Educator’s Response and Contribution
Teachers
can play a key role in providing direct and referral services to GLBT students.
Teachers can advocate for a school environment that supports and affirms all of
its students. Intervention should aim at
reducing stigmatization and creating supportive peer environments in schools
for GBLT students.
Everyone has the right
to be free of harassment and discrimination.
The school system still
struggles with its role in shaping and developing healthy attitudes toward
sexuality in heterosexual students; it has only begun to scratch the surface of
the issues faced by GBLT students. GLBT
youth need accurate information, clear communication, and an empathetic ear.
Understanding is vital
to your ability to deal effectively and competently with the concerns of GLBT
students.
Stress is
significant in the GLBT adolescent. The complexities of
adolescent development for gay or lesbian youth create a dimension of stress in
their lives not experienced by straight adolescents. This stress manifests
itself in the day-to-day lives of these adolescents. Many gay and lesbian
adolescents lack self-esteem.
The
negative stereotype of the homosexual is far removed from reality.
At
a time when heterosexual adolescents are learning how to socialize, young gay
people are learning to hide.
Meet conflict with
resolve, and seek out the lessons therein.
If an individual's mere existence is disturbing
to a population, that is an indication of a problem in the beliefs of the
population, not the individual.
Follow the transgender youth's example of
courage and stand up for what is right and take the time to find the truth.
Educate yourself and others.
Note how gender transgression stimulates
emotions, and examine for fallacy the beliefs that give rise to the emotion.
Some parents are terribly cruel to their children
who express GLBT inclinations and may need counseling.
Help defend their dignity.
Like the first black
student in a white school 30 years ago, the transgender youth today faces a
population that finds them strange and frightening.
Don't tolerate other's intolerance
for transgender difference, any more than you would tolerate intolerance for
racial difference. Instead, teach respect for individual courage, exploration,
and diversity in all things.
When Students Disclose Their
Sexual Orientation. As a teacher/counselor, some helpful responses are?
It’s okay if you are
lesbian/gay/bisexual/transgendered.
I can appreciate how difficult it must have been
to tell me this.
If you are lesbian/gay/bisexual/transgendered,
what are the kinds of things that worry you the most?
What kind of support do you think you need from
me?
I may not have a great deal of knowledge in this
area, but I assure you that I will find some resources for you.
How to Handle Harassment
in the Hallways in 3 Minutes!
1. Stop the harassment.
Interrupt the comment/Halt the physical
harassment.
Do not pull students aside for confidentiality
unless absolutely necessary. It is important that all students, whether
onlookers, potential victims, or potential harassers, get the message that
students are safe and protected in this school. Make sure all the students in
the area hear your comments.
Personalize the response: “Chris, please pause
and think before you act.”
2. Identify the harassment.
Label the form of harassment: “You just made a
harassing comment/put-down based upon race” (religion, ethnicity, abilities,
gender, age, sexual orientation, economic status, size, etc.). Do not imply
that the victim is a member of that identifiable group.
3. Broaden the response.
Do not personalize your response at this stage:
“We at this school do not harass people.” “Our community does not appreciate
hateful or thoughtless behavior.” “We don’t do put-downs at this school”
specifically includes those listening, as well as the school community in
general.
Re-identify the offensive behavior: “This name calling can
also be hurtful to others who overhear it.”
4. Ask for change in future behavior
Now turn the “spotlight” on the harasser
specifically, asking for accountability. Even if they were “only kidding,”
harassers must realize the possible ramifications of their actions. A major
goal is to take the “spotlight” off the victim and turn the focus to the
behavior. Students should realize what was said, regardless of what was meant
(e.g., kidding).
Check in with the victim at this time: “If this continues,
please tell me, and I will take further action. We want everyone to be safe at
this school.” Again, be sure not to treat the victim like a helpless victim or
a member of any target group. Rather, plainly give him/her this responsibility
on behalf of others.
Supportive Links
Human Rights Campaign
Foundation
References
D’Augelli, D., Patterson, C. (Eds).
(1995). Lesbian, Gay, and Bisexual Identities Over the
Lifespan.
D’Augelli, D., Patterson, C.
(Eds). (2001). Lesbian, Gay and Bisexual Identities and
Youth.
Santrock, J. (2003).
Adolescence (9th Ed).
Martini, F., Bartholomew, E., Welch, K.
(2000). The Human Body.
Hall.
Elze, D. (2003). Gay, Lesbian
and Bisexual Youth’s Perceptions of Their School
Environments and Comfort. Children and Schools, Vol. 5, No.
4.