It's Done!
Ok, so I finally finished and e-mailed in my research paper last night. I'm actually kinda liking it, it ended up taking a shape of its own pretty much.
Teaching the Rainbow:
The Effects of School Environment on
Suicide and Depression in Gay and Lesbian Youth
The United States has experienced dramatic improvements in its attitudes towards sexual minorities in the last few decades. The Gallup Poll (2003), based on public opinion, compares 1982 and 2003 and shows a 20% rise in the acceptance of the homosexual lifestyle and significant increase in the approval of various rights for gays and lesbians. Media awareness of homosexuality sparked the emergence of TV shows and movies which dealt with same-sex relationships (Sampiller, Natalie et al. 2004). Increasingly, entertainers and politicians could be open about their sexuality and find that their careers were not destroyed by the revelation. Gay and lesbian oriented groups proliferated, jumping from 800 to 2,500 between 1973 and 1994 (Singer and Deschamps, 1994: 13), as did protection against anti-gay and lesbian discrimination (Williams and Retter 2003). Yet, despite the improved awareness and sensitivity towards homosexuality, continuingly large numbers of gay and lesbian youth attempt suicide and are susceptible to severe feelings of depression and isolation (D’Augelli and Patterson 2001: 158-160). Why is it that, although sexual minorities have gained protections in the workplace, school, and under the law, young gays and lesbians continue to suffer so harshly from suicide ideations, attempts, and completions?
Support structures for gay and lesbian teens are often barred from schools creating unsafe environments where openness equals harassment (Cianciotto and Cahill 2003: 59). In school systems where support structures for sexual minority youth are in place, lesbian and gay students are much less likely be victimized, therefore reducing their risk of suicide, depression, severe feelings of isolation, poor academic achievement, substance abuse, and dangerous sexual behavior (Cianciotto and Cahill 2003: 55-60). The changing attitudes towards homosexuality have allowed some schools to create safe environments for gay and lesbian youth, lowering the harassment and exclusion they experience, and subsequently improving their chances of leading healthy adult lives (Cianciotto and Cahill 2003: 120) that are compromised in the majority of school settings which lack support systems for gay and lesbian adolescents.
For the purposes of this research, the phrases “gay and lesbian” and “sexual minority” refer to people who self-identify as gay and lesbian as well as bisexual and transgender. Adolescents may identify themselves as a sexual minority at the time of study; however, statistics do not vary depending on orientation in adulthood. Therefore, participants who identified as gay and carry out a heterosexual adulthood and those who identified at heterosexual yet lead sexual minority lifestyles after adolescence are considered only by what they reported themselves to be at the time of the study, not the orientation they exhibited afterwards. The ages of the people focused on are between 12 and 19, unless otherwise noted, and youth, adolescents, and teens can all be assumed to mean people between the ages of 12 and 19.
Statistically, gay and lesbian youth are at higher risk than their heterosexual peers to use drugs and alcohol, suffer from depression, and contemplate suicide (Owens 1998: 103). Gay and lesbian youth are three times as likely to commit suicide and account for 30% of adolescent suicide (Owens 1998) despite the research that only 6% to 10% of youth identify themselves as a sexual minority (Cohen and Fish 1993: 227).
Risks for suicidal behavior in adolescents researched by Bearman and Moody (2004) shows the increased risk, for females at least, in suicidal ideation when the student is not attached to the school or does not have an extensive social network. In addition, girls with low self-esteem or alcohol problems are at increased risk of suicidal behavior. Gay and lesbian students perform lower academically than straight students and gay and lesbian students as a whole have higher rates of skipping class and dropping out of high school (Cianciotto and Cahill 2003: 32-37). They also suffer more often from depression, esteem issues, and alcohol abuse (Owens 1993: 103).
In addition, gay and lesbian students are often affected by disapproving immediate family members. Fifty percent gay males reported being rejected by their parents after coming out and only about 11% of gay and lesbian teens report supportive parents (Cianciotto and Cahill 2003: 25). In a 1990 poll of youths’ opinions towards their parents, 55% identified one or both parents as the greatest influence in their life (Chadwick and Heaton 1996: 219). The loss of parental support during a time of sexual identity confusion could have significant impact on the suicide risk for gay and lesbian youths. In a survey of all youths, 47% cited family problems as a significant cause for depression and suicidal ideation (Chadwick and Heaton 1996: 212).
Risk factors which increase suicide for all teens, such as running away, depression, homelessness, unsupportive homes, and substance abuse (Cohen and Fish 1993: 274) are found at higher levels for gay and lesbian adolescents. They make up approximately 25% of all homeless youths, substantially increasing suicide risk because they lack a stable family unit or home environment (Cianciotto and Cahill 2003: 22-26).
What factors improve conditions for gay and lesbian students? According to numerous studies, increased tolerance and awareness of homosexual behavior and anti-discrimination policies in school help enormously. Gay and lesbian students felt 28% more protected by their teachers in schools which instructed teachers in anti-discrimination (Cianciotto and Cahill 2003: 120). Gay Straight Alliances (GSAs) and other clubs which provide safe environments for gay and lesbian students reduce the amount of anti-gay violence and discrimination within the school. Thirty-five percent of students in schools with a GSA said that gay and lesbian students could be open about their sexuality as opposed to 12% of students in schools without a GSA. In addition, schools which supported GSA’s or had openly gay or lesbian teachers had higher academic achievement and school involvement rates for gay and lesbian students (Cianciotto and Cahill 2003: 120).
The presence of a role model or confidant is substantial in improving experiences for gay and lesbian youth. A majority of gay and lesbian youth report that their primary adult support comes from a non-family member. “Literature on the emotional development of ethnic minority children has revealed a definitive need for affirmative adult role models from their own racial or ethnic backgrounds. Similarly, research has shown that having an openly gay role model improves health outcomes for gay youth.” (Cianciotto and Cahill 2003: 60) Of the 60% of gay and lesbian students who knew a supportive member of the school staff, 35% felt a part of the school, whereas among the 40% of students who did not know a supportive adult, only 25% who felt a part of the school. (Cianciotto and Cahill 2003)
A model of the impact of supportive schools on gay and lesbian youth is the Harvey Milk School in New York City. It was founded in 1984 and specially designed for gay and lesbian students whose detrimental personal experiences as sexual minorities prevented their academic progress. Large numbers of the students attending the school have been thrown out of their homes and are either homeless or living with a guardian. Ninety-five percent of the Milk students graduate and 60% of those continue onto college (Cianciotto and Cahill 2003: 64), as opposed to a 1989 estimate that 28% of all gay and lesbian students eventually drop out of high school (The Massachusetts Governor’s Commission on Gay and Lesbian Youth 1993: 26). This school provides evidence that, given a supportive environment, gay and lesbian students who might have otherwise never continued with education can, in fact, thrive.
Attention needs to be paid to the correlation between youth suicide and the percentage of those suicides which are committed by sexual minority youths. Eight-point three percent of youth report suicide ideation, however approximately 50% of gay and lesbian teens suffer from suicide ideation (Owens 1998: 103). Eric E. Rofes notes in "I Thought People Like That Killed Themselves” (1983) that although correlations between homosexuality and teen suicide have been discovered, the taboo nature of homosexuality often causes it to be censored. One media study of adolescent suicide “decided to eliminate all references to homosexuality” when it was televised (Rofes, 1983: 36) despite its focus on several gay youths. A report on youth suicide issued in 1989 discussed homosexuality as a risk factor and as a result was censored by the Bush Administration (Rofes, 1989: 34).
Longitudinal studies of suicidal ideation, attempts, and completion are lacking for gay and lesbian youth. Changes and influences in the suicide risks for gay and lesbian teens have not been recognized because there is a significant lack of studies on the same youth population over time. By comparing the suicide risks for gay teens growing up in different decades, it would be possible to recognize the changes in the rates of suicide as the gay rights movement progresses and to directly see its influence on adolescents.
Because gay and lesbian youth face increased risk of rejection by their parents, they must find other environments to learn from positive role models and to become comfortable with their orientation. The school setting is a common place where students are harassed because of perceived status as a sexual minority. As a result of this harassment, gay and lesbian teens face greater risks of becoming depressed, turning to drugs and alcohol, and dropping out of school. These factors cause sexual minority youth to lose interest in school and create fewer social connections with their peers out of fear of harassment. Loose social connections, substance abuse, poor family life, and depression increase suicide risks in all students, regardless of orientation. However, for many gay and lesbian youth, these situations occur because of their orientation. The research shows that gay and lesbian teens have a dramatically higher likelihood of suicide ideation, attempt, and completion than heterosexual adolescents.
The school setting is a malleable environment which can be used to provide gay and lesbian students the safe and supportive environment they may lack at home. By enforcing anti-discrimination policies, allowing gay and lesbian school and student based support groups, and enlisting supportive and accepting teachers and staff members, sexually confused students have a better chance of leading healthy lives. Allowing them to identify positive role models and protecting them from harassment at the hands of their peers results in higher self-esteem and increased academic achievement and involvement. School can either become a hell through which students hope to survive, or a haven in which they can thrive. If this nation wishes all its youth to mature into healthy adults, it needs to start addressing the needs of its gay and lesbian youth population where it can; by reforming schools to ensure that all students, regardless of orientation, can succeed.
In other news, my book that I ordered from B&N is NOT HERE YET making me a very very apprehensive little girl. How am I supposed to read it if it won't come??? It was shipped on the 8th, it should be here today or else someone's going to get the noodle.
I can't wait for my "real" summer to start, hanging with friends and the kids and all that good stuff. Then volleyball camp.
Oh! And Brown had a really good college fair. Yups, got some stuff from a few schools though many of them that I've already looked at I already knew everything about. Conneticut college and...bard? have core courses...im thinking i don't like core courses but it's really going to depend on the college.
Haha, asking the lady at URI for a map for when we go to camp. HAHA that really was funny. And Avi freaking Will out. Good stuff...good stuff. Jess, I still say Smith is the way to go for you! You and Avi can apply together!
What's it now, like 3 days more?
Teaching the Rainbow:
The Effects of School Environment on
Suicide and Depression in Gay and Lesbian Youth
The United States has experienced dramatic improvements in its attitudes towards sexual minorities in the last few decades. The Gallup Poll (2003), based on public opinion, compares 1982 and 2003 and shows a 20% rise in the acceptance of the homosexual lifestyle and significant increase in the approval of various rights for gays and lesbians. Media awareness of homosexuality sparked the emergence of TV shows and movies which dealt with same-sex relationships (Sampiller, Natalie et al. 2004). Increasingly, entertainers and politicians could be open about their sexuality and find that their careers were not destroyed by the revelation. Gay and lesbian oriented groups proliferated, jumping from 800 to 2,500 between 1973 and 1994 (Singer and Deschamps, 1994: 13), as did protection against anti-gay and lesbian discrimination (Williams and Retter 2003). Yet, despite the improved awareness and sensitivity towards homosexuality, continuingly large numbers of gay and lesbian youth attempt suicide and are susceptible to severe feelings of depression and isolation (D’Augelli and Patterson 2001: 158-160). Why is it that, although sexual minorities have gained protections in the workplace, school, and under the law, young gays and lesbians continue to suffer so harshly from suicide ideations, attempts, and completions?
Support structures for gay and lesbian teens are often barred from schools creating unsafe environments where openness equals harassment (Cianciotto and Cahill 2003: 59). In school systems where support structures for sexual minority youth are in place, lesbian and gay students are much less likely be victimized, therefore reducing their risk of suicide, depression, severe feelings of isolation, poor academic achievement, substance abuse, and dangerous sexual behavior (Cianciotto and Cahill 2003: 55-60). The changing attitudes towards homosexuality have allowed some schools to create safe environments for gay and lesbian youth, lowering the harassment and exclusion they experience, and subsequently improving their chances of leading healthy adult lives (Cianciotto and Cahill 2003: 120) that are compromised in the majority of school settings which lack support systems for gay and lesbian adolescents.
For the purposes of this research, the phrases “gay and lesbian” and “sexual minority” refer to people who self-identify as gay and lesbian as well as bisexual and transgender. Adolescents may identify themselves as a sexual minority at the time of study; however, statistics do not vary depending on orientation in adulthood. Therefore, participants who identified as gay and carry out a heterosexual adulthood and those who identified at heterosexual yet lead sexual minority lifestyles after adolescence are considered only by what they reported themselves to be at the time of the study, not the orientation they exhibited afterwards. The ages of the people focused on are between 12 and 19, unless otherwise noted, and youth, adolescents, and teens can all be assumed to mean people between the ages of 12 and 19.
Statistically, gay and lesbian youth are at higher risk than their heterosexual peers to use drugs and alcohol, suffer from depression, and contemplate suicide (Owens 1998: 103). Gay and lesbian youth are three times as likely to commit suicide and account for 30% of adolescent suicide (Owens 1998) despite the research that only 6% to 10% of youth identify themselves as a sexual minority (Cohen and Fish 1993: 227).
Risks for suicidal behavior in adolescents researched by Bearman and Moody (2004) shows the increased risk, for females at least, in suicidal ideation when the student is not attached to the school or does not have an extensive social network. In addition, girls with low self-esteem or alcohol problems are at increased risk of suicidal behavior. Gay and lesbian students perform lower academically than straight students and gay and lesbian students as a whole have higher rates of skipping class and dropping out of high school (Cianciotto and Cahill 2003: 32-37). They also suffer more often from depression, esteem issues, and alcohol abuse (Owens 1993: 103).
In addition, gay and lesbian students are often affected by disapproving immediate family members. Fifty percent gay males reported being rejected by their parents after coming out and only about 11% of gay and lesbian teens report supportive parents (Cianciotto and Cahill 2003: 25). In a 1990 poll of youths’ opinions towards their parents, 55% identified one or both parents as the greatest influence in their life (Chadwick and Heaton 1996: 219). The loss of parental support during a time of sexual identity confusion could have significant impact on the suicide risk for gay and lesbian youths. In a survey of all youths, 47% cited family problems as a significant cause for depression and suicidal ideation (Chadwick and Heaton 1996: 212).
Risk factors which increase suicide for all teens, such as running away, depression, homelessness, unsupportive homes, and substance abuse (Cohen and Fish 1993: 274) are found at higher levels for gay and lesbian adolescents. They make up approximately 25% of all homeless youths, substantially increasing suicide risk because they lack a stable family unit or home environment (Cianciotto and Cahill 2003: 22-26).
What factors improve conditions for gay and lesbian students? According to numerous studies, increased tolerance and awareness of homosexual behavior and anti-discrimination policies in school help enormously. Gay and lesbian students felt 28% more protected by their teachers in schools which instructed teachers in anti-discrimination (Cianciotto and Cahill 2003: 120). Gay Straight Alliances (GSAs) and other clubs which provide safe environments for gay and lesbian students reduce the amount of anti-gay violence and discrimination within the school. Thirty-five percent of students in schools with a GSA said that gay and lesbian students could be open about their sexuality as opposed to 12% of students in schools without a GSA. In addition, schools which supported GSA’s or had openly gay or lesbian teachers had higher academic achievement and school involvement rates for gay and lesbian students (Cianciotto and Cahill 2003: 120).
The presence of a role model or confidant is substantial in improving experiences for gay and lesbian youth. A majority of gay and lesbian youth report that their primary adult support comes from a non-family member. “Literature on the emotional development of ethnic minority children has revealed a definitive need for affirmative adult role models from their own racial or ethnic backgrounds. Similarly, research has shown that having an openly gay role model improves health outcomes for gay youth.” (Cianciotto and Cahill 2003: 60) Of the 60% of gay and lesbian students who knew a supportive member of the school staff, 35% felt a part of the school, whereas among the 40% of students who did not know a supportive adult, only 25% who felt a part of the school. (Cianciotto and Cahill 2003)
A model of the impact of supportive schools on gay and lesbian youth is the Harvey Milk School in New York City. It was founded in 1984 and specially designed for gay and lesbian students whose detrimental personal experiences as sexual minorities prevented their academic progress. Large numbers of the students attending the school have been thrown out of their homes and are either homeless or living with a guardian. Ninety-five percent of the Milk students graduate and 60% of those continue onto college (Cianciotto and Cahill 2003: 64), as opposed to a 1989 estimate that 28% of all gay and lesbian students eventually drop out of high school (The Massachusetts Governor’s Commission on Gay and Lesbian Youth 1993: 26). This school provides evidence that, given a supportive environment, gay and lesbian students who might have otherwise never continued with education can, in fact, thrive.
Attention needs to be paid to the correlation between youth suicide and the percentage of those suicides which are committed by sexual minority youths. Eight-point three percent of youth report suicide ideation, however approximately 50% of gay and lesbian teens suffer from suicide ideation (Owens 1998: 103). Eric E. Rofes notes in "I Thought People Like That Killed Themselves” (1983) that although correlations between homosexuality and teen suicide have been discovered, the taboo nature of homosexuality often causes it to be censored. One media study of adolescent suicide “decided to eliminate all references to homosexuality” when it was televised (Rofes, 1983: 36) despite its focus on several gay youths. A report on youth suicide issued in 1989 discussed homosexuality as a risk factor and as a result was censored by the Bush Administration (Rofes, 1989: 34).
Longitudinal studies of suicidal ideation, attempts, and completion are lacking for gay and lesbian youth. Changes and influences in the suicide risks for gay and lesbian teens have not been recognized because there is a significant lack of studies on the same youth population over time. By comparing the suicide risks for gay teens growing up in different decades, it would be possible to recognize the changes in the rates of suicide as the gay rights movement progresses and to directly see its influence on adolescents.
Because gay and lesbian youth face increased risk of rejection by their parents, they must find other environments to learn from positive role models and to become comfortable with their orientation. The school setting is a common place where students are harassed because of perceived status as a sexual minority. As a result of this harassment, gay and lesbian teens face greater risks of becoming depressed, turning to drugs and alcohol, and dropping out of school. These factors cause sexual minority youth to lose interest in school and create fewer social connections with their peers out of fear of harassment. Loose social connections, substance abuse, poor family life, and depression increase suicide risks in all students, regardless of orientation. However, for many gay and lesbian youth, these situations occur because of their orientation. The research shows that gay and lesbian teens have a dramatically higher likelihood of suicide ideation, attempt, and completion than heterosexual adolescents.
The school setting is a malleable environment which can be used to provide gay and lesbian students the safe and supportive environment they may lack at home. By enforcing anti-discrimination policies, allowing gay and lesbian school and student based support groups, and enlisting supportive and accepting teachers and staff members, sexually confused students have a better chance of leading healthy lives. Allowing them to identify positive role models and protecting them from harassment at the hands of their peers results in higher self-esteem and increased academic achievement and involvement. School can either become a hell through which students hope to survive, or a haven in which they can thrive. If this nation wishes all its youth to mature into healthy adults, it needs to start addressing the needs of its gay and lesbian youth population where it can; by reforming schools to ensure that all students, regardless of orientation, can succeed.
In other news, my book that I ordered from B&N is NOT HERE YET making me a very very apprehensive little girl. How am I supposed to read it if it won't come??? It was shipped on the 8th, it should be here today or else someone's going to get the noodle.
I can't wait for my "real" summer to start, hanging with friends and the kids and all that good stuff. Then volleyball camp.
Oh! And Brown had a really good college fair. Yups, got some stuff from a few schools though many of them that I've already looked at I already knew everything about. Conneticut college and...bard? have core courses...im thinking i don't like core courses but it's really going to depend on the college.
Haha, asking the lady at URI for a map for when we go to camp. HAHA that really was funny. And Avi freaking Will out. Good stuff...good stuff. Jess, I still say Smith is the way to go for you! You and Avi can apply together!
What's it now, like 3 days more?