Teenage Identity Formation in Homosexuals - Research Paper Example

Teenage Identity Formation in Homosexuals Introduction Personal identity is explained in terms of social identity and identity theory. Both theories present the notion that the individual classifies and names the self by reference to social factors. In self-identity theory this is a process known as “self-categorization” and in identity theory the process is referred to as “identification” (Stets & Burke, 2000, p. 224). Sexual orientation is among the factors that come into play in the process of forming an identity. This essay takes the position that homosexual identity in teens is a life-time development process that is intricately tied to personal identity. In particular, gay teens in Western countries are predisposed to experience conflicts and a great deal of stress as a result of overwhelming homophobic cultural influences (Vare & Norton, 1998). Essentially, it is argued that the formation of identity in homosexual teens is fraught by a prevailing culture that discriminates against sexual orientation that is inconsistent with what the dominant culture views as “normal” (Vare & Norton, 1998, p. 327). The Western media has played a significant role in the perpetuation of homosexual identity by portraying stereotypical homosexual males (Sutton, 2007). These stereotypical gay males are essentially cast by the media in fashion and primarily the creative arts. This portrayal of homosexuals creates the impression that gay men are creative and denies consideration of the possibility that gays may be from among the lower and higher sectors of the community (Sutton, 2007). The media’s role in the formation of homosexual identity is thus one of ascription which invariably influences how the teen homosexual adopts to and achieves his or her personal identity as a homosexual. Thus this paper is formulated around three research questions: 1. How does being homosexual or gal effect teenager’s identity formation? 2. Does the media glorify being a homosexual/gay? 3. Does the media help with being accepting? This paper is divided into three main parts. The first part of this paper analyzes theoretical perspectives on personal identity in teens and thus explores the environmental and personal factors that influence personal identity along the path of ascription, achievement and adoption. The second part of this paper analyzes more directly, how personal identity is formed among homosexual teens and thus identifies the factors influencing ascription, achievement and adoption of homosexual identity. The third part of this paper analyzes the role that the media plays in identity formation in homosexual teens. Personal Identity Formation in Teens Neff and McGehee (2010) inform that self-identity is a major exercise for teens. During adolescence, the teen is typically experiencing a number of emotional difficulties associated with issues related to evaluating and perceiving the self. The teen also goes through a process of comparing the self with social realities and attempting to find a self-identity and determining where the teem fits into the “social hierarchy” (Neff & McGehee, 2010, p. 225). According to Neff and McGehee (2010), invariably, the teen’s self-evaluation and comparisons end up with a negative self-analysis as the teen is typically confronting a number of stressors such as concerns over: academic performance, the need to be popular and ‘fit in’ with the right peer crowd, body image, concerns with sexual attractiveness, and so on…(p. 225). However, Erikson’s (1968 cited in Sokol, 2009) theory of identity development, while it speaks to this process as one of crisis, it encompasses more broadly a journey to achievement and thus encompassing ascribing and adopting. Thus according to Erikson (1968cited in Sokol, 2009), the word crisis in terms of identity formation is “not a threat of catastrophe,” rather it is a “turning point, a crucial period of increased vulnerability and heightened potential” (p. 96). In other words, as the individual goes through the phases of ascribing, achieving and adopting in terms of forming identity, there are both positive and negative results. According to Erikson (1968, cited in Sokol, 2009) human development involves a series of internal and external tensions: Which the vital personality weathers, re-emerging from each crisis with an increased sense of inner unity, with an increase of good judgment, and an increase in the capacity ‘to do well’ according to his own standards and to the standards of those who are significant to him (pp. 91-92). Thus culture and cultural influences are entirely important to the formation of self-identity and identity generally. In other words socialization and a broad range of social factors come to bear on the development of the self. In fact Erikson (1968cited in Sokol, 2009) emphasized that the individual’s identity is intricately tied to social identity. The social environment and the individual’s psychology are inseparable. Erikson (1968 cited in Sokol, 2009) was of the opinion that the individual and society were two parts of a whole and as such was in a perpetual state of change. In the context of teens or adolescent, Erikson (1968 cited in Sokol, 2009) characterized adolescent as a pivotal period of development, representing the stage where the individual traversed from childhood into adulthood and thus is a difficult period fraught with confusion relative to identity (Erikson, 1968 cited in Sokol, 2009). For Erikson (1968 cited in Sokol 2009) identity formation begins early on in childhood once the child realizes that he/she have different from the parents. As the child grows, the child begins an adopting process, adopting those features and traits they like most in a parent or some other persons important to the child. Erikson (1968 cited in Sokol, 2009) called this process identification which permits the child to set goals relative to what he/she wanted to be like. Eventually, the child abandons these identification aspirations and the formation of identity becomes more serious and focused (Erikson, 1968, cited in Sokol). No longer satisfied to adopt the identity traits and features of others, the child is now focused on acquiring his/her own unique identity. In this regard, in childhood, identity formation starts out as an amalgamation of the child’s own skills, beliefs and identities which is informed by the past and directs a future path (Erikson, 1968, cited in Sokol, 2009). When the child reached adolescence, identity formation became a far more serious task. For Erikson (1968, cited in Sokol, 2009), adolescence identity formation was best described as conflict vs confusion. According to Erikson (1968, cited in Sokol, 2009) during adolescence a number of factors come into play relative to identity formation. The adolescent is now realizing improved cognitive and physical development. The adolescent is also experiencing more independence and thus forms a wider array of interpersonal relationships outside of the constructs of the home and family. As the adolescent gets closer to adulthood questions relative to self-identity and his/her place in the world are pondered in profound ways (Erikson, 1968, cited in Sokol, 2009). Two things can happen. The child is either able to find a right fit for himself in terms of matching his identity with his environment or the child may not be able to and in this case, confusion occurs (Erikson, 1963, cited in Sokol, 2009). Identity confusion can have serious consequences for the teen. It causes the teen to question “seriously question one’s essential personality characteristics, one’s view of oneself, and the perceived views of others” (Sokol, 2009, p. 142). As a result the individual confronts “extreme doubt regarding the meaning and purpose of their existence, leading to a sense of loss and confusion” (Sokol, 2009, p. 142). In most cases however, these problems will be resolved later on as the adolescent matures into adulthood. Homosexual identity plays a role in the formation of personal identity in adolescence. The extent to which confusion occurs in homosexual teens will inevitably depend on the features adopted in the home and outside of the home and the teen’s perception of where he or she fits into the world and how he or she is perceived by others and how he or she perceives those persons that are significant to him or her. Homosexual Teens and Personal Identity Adolescents eventually develop a sexual self which is the process of realizing and accepting who they are in terms of gender identity (Sokol, 2009). Sokol (2009) informs that adolescents go through three phases in discovering the sexual self: gender identity, gender role which are ascribed, and sexual orientation which are adopted. When adolescents determine that they are heterosexual, this process is typically described as foreclosed identity in that the individual is content to accept an identity that is ascribed by religion, society, peers, or parents (Sokol, 2009). In forming heterosexual identity the adolescent’s heterosexual identity is reinforced by family members, peers, schools, the media and wide array of social institutions (Vare & Norton, 1998). Essentially, this means that in the formation of heterosexual identity, the adolescent does not experience pressure or shame or a devaluation of the self in connection with sexual orientation. Thus, there will be no crisis in identity. However, when adolescents form a homosexual identity in a society where heterosexuality is the dominant norm the adolescent goes through an elaborate process of identity. The process involves perceptions of being different, exploring, accepting and integration (Vare & Norton, 1998). The first phase involves a realization that the individual has homosexual tendencies or is a homosexual. The second phase is akin to having a crisis in identity. The third phase involves accepting the individual’s sexuality and the final phase involves the individual accepting and integrating his or her homosexuality with the general identity and activities (Vare & Norton, 1998). Feeling different is explained by the protagonists in Eugenides (2002) who describes the experience. As a result of the protagonist being a hermaphrodite the protagonist was “ridiculed by” peers, “guinea-pigged by doctors”, “palpated by specialist, and researched by the March of Dimes” (Eugenides, 2002, p. 3). Each of these experiences not only signaled that the protagonist was different, but ensured the he knew he was different and in a way that was not normal. When adolescents form homosexual identities in heterosexual societies and cultures they invariably question what it means for them. In the early stages of adolescents however, the adolescent is more often than not only aware that they are not attracted to the opposite sex and may not yet have the urge to explore the feeling that they are somehow different (Sokol, 2009). Exploration occurs when the adolescent forms an increasing awareness that he or she may be homosexual. According to Sokol (2009) this process of exploration takes place later on in adolescence. A crisis in identity occurs when the adolescent begins to question the ascribed heterosexual identity. At this stage, the adolescent seeks out homosexual models to follow. In the absence of finding such a model the adolescent may become depressed or may manifest deviant behavior (Sokol, 2009). In any event, after a period of exploration the homosexual adolescent moves on to acceptance and integration. In this regard, the adolescent become resolute in relation to their sexual orientation identity. This is popularly referred to as the coming out stage in which the homosexual adolescent makes a conscious decision to integrate their homosexual identity into their own daily lives and lifestyles. This process is described as assimilation and demonstrated by Eugenides’s protagonist who decided to adopt a male identity which coincided with his propensity to like girls when he assumed or was forced to assume a feminine identity (2002). Vare and Norton (1998) describe the difficulties that the gay or lesbian teen confronts in coming out. It engages accepting and identifying a nonconventional identity and the reconfiguration of an individual’s own sense of the self and the relevant social factors. A number of cognitive and social factors come into play to impact this process (Sokol, 2009). Coming out is not a single event however. The individual will experience coming out throughout the lifespan. Every time the adolescent and later the adult homosexual forges new relationships and acquaintances, there will be a coming out process (Vare & Norton, 1998). Thus formation of a homosexual identity is a continuous process although it is first communicated to the self in the later stages of adolescence. When an adolescent first realizes that he or she is a homosexual, they must necessarily discard the prescriptions for heterosexuality and form their own framework for the expression of sexuality in the future. The difficulty for adolescents arises when they are unable to find a viable replacement framework. Unlike ethnic minorities, homosexuals are not automatically associated with a group and thus they must find group identity for themselves (Vare & Norton, 1998). Group identity is very important because it connects the adolescent with a group with shared feelings, perceptions and values and thus promotes a feeling of belonging. When the adolescent is able to identify with a group, the feeling of being different and alienated can be minimized. Homosexual adolescents or teens have few opportunities for group identities to help them with the struggles implicit in the formation of homosexual identity. Sokol (2009) explains that for many homosexual there are few if any same-sex partnerships with children to provide a reassuring model of a homosexual family that the adolescent can identify with. The result is the teen homosexual fosters the belief that he or she is never going to have a same-sex family. Thus there are barriers to positive and enthusiastic integration of homosexuality into the concept of self and society (Sokol, 2009). Even, so the longer an adolescent is homosexual or committed to being homosexual the more determined the adolescent is to coping with society’s negative perception of or rejection of homosexuality. These committed homosexual adolescents are prone to develop and perpetuate a greater degree of coping and survival skills than the foreclosed heterosexual (Sokol, 2009). How the adolescent completes the homosexual identity process in terms of feeling different, exploration, accepting and integration depends to a large extent on a number of environmental factors. Family dynamics is one of the main environmental factors that influence the adolescent’s homosexual identity process. As reported in the literature, adolescents often have a number of conflicts with parents. When this happens, the heterosexual teen will often have peers for reassurance. The homosexual teen however will often not have that option and will often perceive that the conflicts with the parents are a direct or indirect result of his or her sexual orientation. Thus the formation of homosexual identity in teens can make it very difficult for the teen to form a positive outlook relative to the self (Vare & Norton, 1998). Coming out to family members, particularly parents can cause tension and anxiety for the teen homosexual. There are often period of intense apprehension that the parent or family members will have strong negative reactions to the teen’s homosexuality (Vare & Norton, 1998). This process is described by Neff and McGhee as (2010) “social connectedness” which refers to the level of “closeness” or distance that the person feels in relations to the self and others such as friends, family and society (p. 230). Peers are another significant source of fielding the homosexual identity phases for adolescents. It is through peers that adolescents experiment with different identities and roles. Vare and Norton (1998) explain that peer acceptance is a valuable outlet for teens away from the family constructs. It is among peers that homosexual teen is more likely to disclose his or her sexual orientation (Vare & Norton, 1998). Be that as it may, the first phase of the formation of homosexual identity can act as an obstacle to disclosure to peers. It will be recalled that during this phase of teen homosexual identity, the teen feels different from others. Thus such a feeling will inevitably make the teen homosexual feel alone and as such not a part of the group dynamics. It is even possible for the teen to suppress his or her homosexual proclivity in favor of dating members of the opposite sex so that they may feel a part of their peers (Vare & Norton, 1998). This can lead to confusion and even depression and anxiety The teen may even be compelled to create distance from peers of the same sex out of fear that they may inadvertently reveal their homosexuality (Vare & Norton, 1998). Schools can also engender feelings of alienation for teens in the formation of homosexual identity and the four phases of development. Vare and Norton (1998) explain that a significant number of adolescents are bullied or victimized for being different. Homosexual teens are an obvious target. The bullying is not merely confined to schools, but rather also takes place in the wider community. Essentially what occurs is a process by which teen homosexuals have great difficulties forming a positive self-identity because for the most part, homosexuality is demonized and not socially accepted for a greater part of communities and cultures (Vare & Norton, 1998). Religion can also circumvent the formation of homosexual identity in teens. Western religions for the most part take the position the homosexual is abnormal and contrary to biblical laws (Vare & Norton, 1998). It is therefore natural that teens raised in Western religious traditions are essentially homophobic. Thus, homophobia can prevent the homosexual teen moving forward in the homosexual identity formation process, particularly in relation to exploration and eventually coming out. The result is the individual conceals a major part of his or her identity or comes at great risk of experiencing alienation, rejection and victimization. The Media and the Formation of Homosexual Identity in Teens Homosexual teens who find it difficult to attach themselves to a group consensus for the purpose of forming a positive homosexual identity may find a positive outlet from the media (Sutton, 2007). According to Sutton (2007) a variety of print media such as books and magazines contain a wealth of useful information for homosexuals which can help them to develop positive homosexual identities and to integrate homosexuality into their general perceptions of the self. With the introduction and expansion of the internet, no doubt adolescents are not having a steady source of support and information in the formation of homosexual identity process. The internet has opened up an entirely new medium by which isolated and rejected teens can find group identity. The individual adolescent has a forum or an audience for sharing parts of the self that he or she would not feel comfortable sharing with family members, peers and others within their own real social sphere. The internet provides a virtual social world where common allies can be found and a bond can be formed (Sutton, 2007). Thus access to the internet has removed some of the environmental barriers to the formation of a positive homosexual identity for teens and homosexuals generally. At the very least, the internet solves the problems associated with group identity and sexual expression. Sutton (2007) explains that the open nature of sexuality discussions on TV talk shows also provides teen homosexuals with a positive outlet. It helps teens to identify with homosexuality. However there are some drawbacks. Television networks compete for ratings and thus have a tendency to sensationalize any issue of interest. Quite often the images of homosexuals are confusing to the average teen who might have a difficulty identifying with specific representations of homosexuals on television, videos and the movies. Even where television presents programs that reflect positively on homosexuality, the teen is unable to escape the real world. For instance a well-balanced television show might be watched by the homosexual teen in the company of peers or family members. While listing to and processing positive information and representations of homosexual the teen is forced to listen to disparaging comments from peers and family members (Sutton, 2007). The media can be just as damaging as it can be helpful in presenting images of homosexuality. For instance, HIV is almost invariably featured prominently as homosexual disease although the media does bring attention to the fact that HIV can afflict anyone at any time. Anyone watching television or following the media will be able to see that the media has a propensity to associate or link homosexuality to something unpleasant or something that gives rise to social difficulties. Thus these images and portrayals can serve as further grounds for teens to second guess coming out. In the final analysis, the media has the ability and has often demonstrated the ability to reach out to teens who are struggling with exploration and feeling different in the context of the formulation of homosexual identity among teens. At the same time, the media continues to perpetuate a negative image of homosexuality. Therefore any homosexual teen formulating a homosexual identity can be confused by the media’s treatment of the subject of homosexual. Conclusion This paper revealed that adolescents go through a systematic process in the course of forming a homosexual identity. This process invariably begins with a negative feeling of being different. Ultimately the adolescent must go through ascription, achievement and adopting which is widened to include, feeling different, exploration, accepting and integrating. This process is decidedly difficult. Complicating matters the homosexual teen is confronted by a number of environmental factors that oppose and complicate the formation of a homosexual identity. The media is evolving in a way that brings homosexuals together and heightens awareness that homosexuality is no different from heterosexuality. Even so, the media has its limitations as observed in the context of talk shows which invite and engage opposing views that tend to discriminate against homosexuals. Be that as it may, the internet itself has opened up a new method by which homosexual teens can find a group with whom they can identify with, thus negating the feeling that being homosexual makes one different. The media itself also provides homosexual teens with a valuable source of information. Thus regardless of its shortcomings the media is an instrumental source of information and social control. If used responsibly and not merely for ratings the media can be a good mediating source for mitigating the conflicts between the homosexual teen and society. Annotated Bibliography Eugenides, J. Middlesex: A Novel. New York, NY: Farrar, Straus and Giroux, 2002. Middlesex is a novel that raises complex issues of gender identity. The protagonist is hermaphrodite and is raised as a girl. The novel addresses and traces the protagonist struggles with learning he is a hermaphrodite and choosing to change his gender identity from a girl to a boy. The novel also highlights the environmental factors that influence personal identity and pressures the adolescent to adopt an identity that is decidedly normal. Neff, K. D. and McGehee, P. “Self-Comparison and Psychological Resilience Among Adolescents and Young Adults.” Self and Identity, (2010), Vol. 9: 226-240. This article examines the various factors that influence self and personal identity in teens. It looks at how adolescents are influenced by family, cognitive factors, and comparisons that they make between themselves and others. The article identifies generally the struggles that teens confront in personal identity formation and how this alone is a daunting experience. Sokol, J. T. “Identity Development Throughout the Lifetime: An examination of Eriksonian Theory.” Graduate Journal of Counseling Psychology, (Spring 2009), Vol. 1(2): 139-148. This article focuses on the influential theories of Erikson who wrote and theorized extensively about the formation of identity in adolescents. This article is instructive because it particularizes the factors that affect the formation of personal identity and hones in on the formation of sexual identification in adolescents. It highlights how family, religion, peers and a wide variety of environmental factors contribute to the formation of personal and sexual identity and the factors that influence adopting an ascribed role or rejecting an ascribed role. Stets, J. E. & Burke, P. J. “Identity Theory and Social Identity Theory.” Social Psychology Quarterly, (2000) Vol. 63(3): 224-237. The authors examine social identity theory and identity theory and identify the overlapping factors that make separate theories explaining how an individual comes to identify or categorize the self. In doing so, the authors believe that both theories although different in some respect operate to explain the bases of identity in terms of category, group and role. Sutton, T. H. “The Emergence of a Male Global Gay Identity: A Contentious and Contemporary Movement”. Totem: The University of Western Ontario Journal of Anthropology. (2007), Vol. 15(1): 51-59. This article looks at the changing culture of homosexual identity with the media as a vehicle for breaking down cultural barriers and providing group identity. The article speaks to the fact that in previous times, young homosexuals were isolated as they rarely found a group with whom they could identify with. With the emergence and development of the mass media, particularly the internet, homosexuals now have a group with whom they can identify and thus should not suffer the kind of isolation and suppression that forming a homosexual identity typified. Vare, J. W. and Norton, T. L. “Understanding Gay and Lesbian Youth: Sticks, Stones and Silence.” The Clearing House, (July – August 1998), Vol. 71(6): 327-331. This article sets out the many challenges that teens face in the formation of gender identity. It specifically focuses on the environmental factors that force a conceptualization of that which is normal and how it conflicts with the teen’s own personal identity and sexual orientation. It thus gives a detailed discussion of the factors that influence adopting and ascribing to a specific personal identity and sexual orientation. Read More