teacher – GenderTerror

The Impact of School Environments on LGBTQ Youth

Abstract

The impact of negative school environments were examined on LGBTQ youth, focusing on the mental and academic areas. LGBTQ students who experienced higher rates of victimization experienced more frequent school and mental health problems. Students in supportive environments experienced less frequent school issues, especially if the school staff showed support and understanding. Studies show and support that negative school environments have long-lasting repercussions for LGBTQ students that influence later life choices such as higher education as well as reported self-esteem and depression.

The Impact of School Environments on LGBTQ Youth

In the United States, the majority of youth spend most of their time in the education system. In this environment students learn not only about math, social studies, and various other topics, but about how to interact with peer groups, form life-long social relationships, and learn about themselves, their identities, and their place in the world. While school is meant to be a mostly learning environment, the social aspects of the school experience cannot be ignored. Due to this social aspect of school, LGBTQ (lesbian, gay, bisexual, transgender, queer/questioning) youth face special hardships due to their sexuality and gender that are not faced by their heterosexual and cisgender peers (Cahill & Cianciotto, 2012). These hardships are not caused by peers alone but also from faculty and staff as well which creates an even more negative environment for LGBTQ youth.

This victimization takes many forms from vocal, to verbal, to sexual. Students face anti-queer sentiments from simply hearing their sexuality used as an insult (“That’s so gay”) to having laws and lawsuits placed against their needs such as using the correct restrooms in the case of transgender students (Biegel, 2010; Kosciw, Greytak, Palmer, & Boesen, 2014). The harsher the responses and the source of the victimization have a direct connection with the response of the LGBTQ youth. The lack of support from faculty and staff in regards to peer issues leads to greater harm than students who face victimization but have the support of the school staff (Adelman & Woods, 2006).

These negative environments also lead to a decline in school attendance, lower GPA, mental health issues, and lack of goals for future education. The impact of the negative environment is harsh, taking its toll on not only on school based activities, but mental health as well. LGBTQ youth in unsupportive and negative school environments face lower self-esteem and higher rates of depression and even more suicidal ideations/thoughts that those whose environments are supportive of them (Adelman & Woods, 2006). This impact does not stop after the student leaves school but can leave lasting mental health issues that can lead to problems with substance abuse as well as problems with maintaining relationships later on in life (Grant, Mottet, Tanis, Harrison, & Herman, 2011).

The key is not only to tackle the negative environment but to make sure that the students also have a support structure as well. This includes clubs like Gay-Straight Alliances (GSAs), on the books anti-bullying policies, as well as training for faculty and staff in dealing with the specific needs of LGBTQ students (Cahill & Cianciotto, 2012). These support structures are crucial in taking the epidemic of problems faced by LGBTQ youth within the school system. Without these support structures, students have no way of creating an environment that is safe for them to grow, learn, and create lasting peer groups as well as positive self-esteem (Adelman & Woods, 2006; Biegel, 2010). Negative school environments lead to problems in school with attendance and GPA as well as mental health issues that last once the student leaves school. This paper will look over these negative school environments and these various impacts on LGBTQ students throughout their school careers.

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We Are Failing Our Queer Youth

For many, the most difficult times of our lives are high school, or even middle school. Years of turmoil for everyone, no matter who they are. Emotions run high and wild. Puberty blossoms and devastates. Youth struggle between homework, friendships, and their own budding senses of self. It is due to this, among many other reasons, that we often fail queer youth and their power, their bravery, their courage, and their strength. This bravery does not come for free though.

Queer youth are four to seven times more likely to try and commit suicide. They face extreme family rejection as well as peer rejection. They face mockery from student and staff alike in an environment that is supposed to protect, nurture, and educate. They suffer. They suffer during one of the most difficult times during a person’s life. So why, why do we never praise them for their strength and their courage? In fact, we tell them to shut up. We tell them to take it. Programs like the It Gets Better and Day of Silence campaigns promises queer youth that if they just suffer through, it gets better, do not fight. Do not challenge. Silently suffer.

Why do we not support our queer youth more? Whether they are in the closet or living open and proud, with a target on their backs or even their foreheads? Why do we not support their choices? Why do we not fight for them to be open and proud, without the risk of being driven from school or their homes? Why do we not address the hostile environments that make 20-40% of youth on the streets queer? Why? Why are we failing our children so horribly?
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When (MTV’s) ‘Faking It’ Becomes Reality

MTV has just launched a pilot of a new TV show called ‘Faking It’. Here is the synopsis from MTV’s own website:

‘Faking It’ is a new romantic comedy about two best friends who love each other — in slightly different ways. After numerous failed attempts to become popular, the girls are mistakenly outed as lesbians, which launches them to instant celebrity status. Seduced by their newfound fame, Karma and Amy decide to keep up their romantic ruse.

MTV’s new TV show is about two straight high school girl’s pretending to be lesbians in order to become popular. This is a little more than just problematic. I mean, lesbians are constantly held up on pedestals by their straight peers, right? Being an out and proud queer kid in school totally makes everyone want to be your friend, right?

Let’s ignore the fact that lesbians are constantly mocked by their peers. That teachers often engage in homophobic bullying of queer students. Let’s ignore that fact that out queer women, especially those who are gender non-conforming, are more likely to be harassed and face harsh disciplinary treatment from faculty. Let’s ignore the high suicide rates of LGBT teens, which is AT MINIMUM four times higher than that of their straight counterparts.

Of course we can ignore the fact that corrective rape is a severe problem in our society that believes that most lesbians just need the ‘right man’ to show them the way? Let’s ignore the fact that there is a heavy stereotype that lesbians and bisexual women are just acting out a fantasy for the gaze of straight men. In fact, let’s just take this stereotype that actively damages queer women, leads them to be raped and sexually assaulted to ‘turn them straight’ and make it into a TV show! Sounds like a wonderful idea!

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Where Academia Fails: Trans Inclusion/Education

“Transgender people are usually men.” This is how my Crisis Intervention text book started it’s only paragraph on trans* people. Despite the constant use of LGBT or just gay as a general term, they denote one definition and one paragraph to trans* people and perpetuate constant myths and stereotypes. In reality, the number of binary trans* people (thus, the stereotypical MtF and FtM) are equal. Non-binary trans* people are almost never mentioned and are often referred to as pre-op transgender (or transsexual) people because many texts uphold the idea that all trans* people medically transition.

The paragraph continues to go on referring to trans women with male pronouns and even has scare quotes. “He may then choose to identify himself as a ‘she’ in society and even on legal documents”, is a prime example of this. This plays into the idea that trans* people and their identities are fake, constructed, and for the purpose of deceiving others. The scare quotes denote the fact that this is the incorrect gender of this person. The tone of the sentence is also problematic as it holds an air of holding trans* people as freaks, mentally ill, and so on. Did I mention that this was the textbook for my crisis intervention class?

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No Obligation in Education

There seems to be a trend among those who are interested or uneducated in feminism and other social justice movements. This need almost always comes from those who are from the majority (thus, generally white, straight, cis men) who feel that they can demand education from those who are knowledgeable in the subject. They get angry or upset when someone refuses to educate them or does not want to answer their many questions.

Often, the questions that are asked are easily answered via Google. There are many, many 101 courses that people have written to cover these questions. Many people have to answer the same questions, repeatedly, and it can get quite annoying. For example, I often get asked what the asterisk in trans* stands for or what does queer mean. These questions are easily entered into Google with hundreds of resources for people to look into.

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