Accumulated Oppression in Sexually Diverse Youth - Research Paper Example

 Accumulated Oppression in Sexually Diverse Youth Sexually diverse populations, both as individuals as well as entire sub-groups and communities, have long been the victims of derision, hatred, and discrimination as a result of their sexual orientation. The notion that the only appropriate sexual behavior socially permitted is between a man and a woman and all other forms of sexuality is deviancy, known as heterosexism, has been inflicted upon the LGBT community for eons. Heterosexism is not, however, the only threat encountered by many members of the LGBT community, not the least of which are those who are arguably the most vulnerable; adolescents. In the midst of what is already a very difficult time of self discovery and identity formation, more traditional prejudices based on gender, race, and class are not abandoned by those who would oppress LGBT youth; they are accumulated and compounded. For example, lesbian adolescents of color face a quadruple threat of bias—sexism, ageism, racism, and heterosexism—that extends far beyond a single dimension and, if the individual happens to be poor or of a lower socioeconomic class, yet another significant oppressive dimension is added. An economically disadvantaged, lesbian adolescent of color faces a multiple range of potentially identity-crushing and emotionally destabilizing forces on a daily basis. The impact of this accrued negativism is relevant to social work practice because these young people often fall within the support network of the social system. Whether due to economic, abusive, or other domestic difficulties, the social work practitioner will likely encounter such an individual in a professional setting. The plight of the at-risk individuals must be well understood before it can be affirmatively addressed and attenuated. The purpose of this research paper is to investigate the key issues, potential emotional and psychological impact, as well as the social practice implications facing adolescents who fall within this vulnerable population at risk on so many different levels. Once those relevant issues have been identified, established and clarified, this paper will seek to set forth learning outcomes that the social work practitioner can apply in a real-world setting. The methodology for this research will be focused upon the review of published academic literature regarding multi-tiered discrimination faced simultaneously with the inherent difficulties of adolescence; and logical conclusions supported by that research will be drawn. As noted in the discussion section, there is not a large body of research on the multiple threats faced by LGBT adolescents. The absence of thorough and specific studies investigating this condition gives rise to the call for more research in the field. After analyzing the critical issues, the implications for social practice will be distilled. Understanding the difficulties faced by gay youth is not the same thing as proactively addressing them. The social work practitioner, therefore, must move beyond information processing and have a practical framework for professional care. Flowing from the assimilation of that data, the conclusion will digest this information into practical and objective learning outcomes for practitioners. It should be noted here that only the most critical issues facing adolescent LGBT persons of color will be highlighted; a comprehensive treatment of this subject is beyond the scope of this paper and, as noted by many of the researchers quoted below, there is a scarcity of clinical research in this area. That fact notwithstanding, there is sufficient data to provide an analysis of the top three critical issues as well as ample research to demonstrate that LGBT adolescents of color represent on e of the highest at-risk populations a social work practitioner could encounter. Analysis of Critical Issues The primary issues relevant to understanding the scope of social work with LGBT adolescents are a mirror of the ones faced by the youths themselves. First, gay and lesbian young people of color are required to process and assimilate multiple identities at a time of growing social and physiological development. They are dealing with both personal identity issues and cultural identity issues. Second, there is the matter of isolation; particularly as it is compounded across the identity spectrum. The presence of severe negativity or social expectations which violate their personhood has the ability to suppress the necessary developmental interaction with others. Finally, adolescents have specific needs regarding personal dignity and the developmental process they face; adding the multiple threat of age, race, gender, and sexuality complicates and already-difficult scenario. As discussed below, dignity is a significant component in adolescent development, and the absence or loss of that dignity can contribute significantly to a poor self esteem. Based on the published literature and scientific studies reviewed for this paper, it can be asserted that of the many issues faced by this particular population, these three are the most critical. Personal Identity. The core identity of an individual guides that person’s choices and decision making processes; it is the basic understanding of individuality within a culture or subculture and the personal view of oneself. In adolescents, as their social development and increasing autonomy lead to a “search for identity and intimacy with others,” they are actually forming an “independent functioning person” (Tully, 2000, p. 116). A primary critical issue for LGBT youth is understanding who they are in relation to the rest of the world, i.e., who is that independent functioning person and “where do I fit in.” In any adolescent, this time in life is one of physical and sexual maturation which impacts not only their social and emotional independence, but also the perception of gender roles (Chandras, 1999, p. 302). Thus, in a time of life where a sense of personal identity is being formed along with associative gender and sexual orientation expectations, LGBT youth are particularly vulnerable to stigmatization and confusion. When the assimilation of that identity includes membership in other disfavored groups, this effect is compounded. It has long been understood that LGBT persons of color face multiple social challenges and are forced to integrate more than one identity. Akerlund and Cheung, in studying the triple threat faced by lesbian women of color, e.g., heterosexism, sexism, and racism, noted the difficulties of integrating two identities in a society that readily accepts none of them (2000, p. 280). This brings into question the context of how individuals form their cultural identities while preserving their personal ones. For example, a lesbian adolescent of Hispanic origin must process her individual sexual identity in the context of not only her culture, but the homophobic attitudes of the Catholic tradition. Some studies have undertaken to understand how these various identities are processed, and suggested that within the LGBT community, sexual orientation may be a secondary identity for people of color; that such an individual my prioritize the development of their ethnic identity over the sexual one as a result of “psychosocial and environmental barriers” (Bimbi, et al., 2006, p. 123). Given the difficulties of being a “triple minority” and moving beyond traditional “ethnocentric, androcentric, and hetero-centric perspectives,” Bridges, et. al., concur that the formulation of identity is key (2003, p. 113). Thus, in assimilating personal identity with cultural and social perspectives for the LGBT adolescent, a more critical issue would be hard to imagine. Isolation. In the process of growing up and working through identity issues, most youth encounter feelings of isolation. Further, almost all people of color have a cultural understanding of racism and many have experienced a racially-motivated incident, leading to feelings of being separated into a “second class” social standing. Most women know what it is to suffer gender bias, and while feminism has come along way in addressing that issue, many career women feel isolated at work. Finally, members of the LGBT community have been the object of social animus so long, they are inherently forced to identify together to keep from living in forced isolation. Putting all of those perspectives together in the life of one young person, however, can lead to overwhelming emotions and feelings of being completely alone. One author points out that socialization is a dual process for lesbian or gay adolescents, who may feel isolated because while they are integrating into both mainstream, non-gay society as well as the gay subculture with “different norms and mores than the larger non-gay society,” the non-gay society’s expectations of them is quite different from their own developing identity and self image (Tully, 2000, p. 117). Rather than confront those expectations, most adolescents will either yield to them or retreat into themselves. Even outside of the LGBT community, people of color—particularly women—face oppression and discrimination in a compounded social context; particularly in terms of community and commonality. If the shared experience of a double threat like racism and sexism contribute to isolation (Badikian-Gartler, 2006, 64), the addition of heterosexism and emerging adulthood only make matters worse. Unfortunately, in the case of adolescents, this pressure is brought to bear on an individual who is not mature and lacks the equipping skills of older people. Thus, they are not afforded the sense of commonality and community that would be available to others. As Esterberg confirms, oppression and discrimination are not one-dimensional and the social dynamics contain a more complicated matrix where community is not necessarily accepted even when it might be available (1997, p. 8). As a key issue for LGBT adolescents, this social complication could not come at a worse time in life; when the individual is forming the foundation of their personal identity and needs all the social support possible. Developmental Dignity. A final critical issue for LGBT adolescents is the one of dignity during the developmental process, particularly when it comes to romantic love; something all adolescents naturally work through. In one of the few works specifically studying these young people, the author accepts the concepts presented herein that “gay/lesbian adolescents [are] under constant threat” and goes on to say that “most of them are engaged in an unremitting struggle to maintain their personal dignity in the face of predominantly inhospitable environmental conditions” (Mallon, 1998, p. 3). For LGBT youth, this hostility—or fear of hostility—can be experienced with particularity in romantic sexual development. For researchers like Florsheim, who aver that it is impossible to accurately “describe the typical sexual-minority romance because there is no such thing as a typical sexual-minority adolescent,” LGBT youth are faced with the “implicit presumption” of same-sex attractions (2003, p. 87). This is a dignity issue not only because of the imposition of errant expectations, but also because of the negative impact on “these youth’s motives for past, current, and future relationships and the quality of their relationship experiences (p. 87). Sexual relationships for adolescents are the most vulnerable area of a vulnerable life; facing the inhospitable environment described by Mallon erodes their confidence and security. As shown, three primary critical issues for LGBT youth of color are those of identity, isolation, and dignity. The implications for social work practice, therefore, should focus on those aspects which will directly contribute to easing these conflicting and painful situations. Implications for Social Work Practice Proactively addressing the issues noted above through social work requires a targeted focus upon specific actions that meet the particular needs of this research group. These practical aspects are straightforward and logically progressive; they also serve to provide a framework for professional practice when assisting these at-risk young people. Safe Environment. At the core of any social program or practice seeking to provide support for LGBT youth of color will be the establishment and maintenance of a safe environment. Just as with any human being, there must be a safe place for LGBT adolescents to develop their personal identities and psychological growth in a healthy way. As long as adolescents feel threatened and unaccepted, they will not be free to positively assimilate their personal and cultural identities nor will they be in a position to establish constructive social relationships. These vital elements of adolescent development can only be fostered in an environment free of negative expectations or blatant hostility; If these young people are encountering abuse, derision, rejection, or humiliation within their living or educational environment, they will never be able to assimilate their cultural and sexual identities in a constructive manner. Hostility will always foster fear, isolation, and rejection, and the opportunity to grow up into a well-adjusted adult will be lost forever. The role of the social service practitioner, then, is to first assure that the individual is in as constructive an atmosphere as possible so that the complex emotional, psychological, sexual, and physiological processing can be accomplished without fear of humiliation. and occur within a supportive context. Positive Role Models. Within that safe environment, positive role models should be presented and emphasized to attenuate the isolationistic nature of the development process and provide a constructive and inspiring view of the world. In the case of LGBT adolescents of color, the use should be made of those public figures with cultural, gender, and sexual orientation similarities. Even positive portrayal in the mass media assists the concept of normalcy and development because the adolescents are permitted to see others resembling themselves in constructive social settings. The unfortunate reality, however, is that most gay and lesbian young people have not, until very recently, seen positive portrayals of the LGBT community in the mass media and many have been susceptible to the idea that they do not really matter, i.e., having no significant representation in the media they watch (Epstein, 1999, p. 60). Even worse, there are still strongly negative lyrics in some genres of popular music like rap and hip-hop, which make an impact upon LGBT adolescents who are already likely to be “struggling with low self-esteem” (Duralde, 2001, p. 57). Across gender, cultural, socio-economic, and sexuality differences, the proper presentation of the positive contributions of the LGBT community to society as a whole can help establish a positive framework from which the social practitioner can build; particularly when specific positive role models can be highlighted. Education. The research literature review for this project demonstrates the need for a continued educational initiative which promotes diversity and cultural sensitivity. If ignorance and intolerance have led society into a position of not valuing the contributions of the LGBT community, then education is the only way to bring enlightenment and provide a public venue for the proper appreciation of those positive contributions. For the social service practitioner, this education must take place on two levels. First, the practitioners themselves must be educated and, beyond mere information, be placed in a position to see positive modeling of these principles in action. After this, the implication is that the social work practitioner can be an instrument of tolerance and appreciation of diversity by directly affirming it in the course of practice. As with any other professional discipline, the social worker can only teach what has been learned; thus demonstrating the need for a focused and effective initiative. The notion of modeling should not be given short shrift, either. Once a proper educational format is modeled, the social work practitioner is equipped to model the appropriate behavior themselves. Human beings do not just learn by rote, they absorb the behaviors of others into their consciousness and emulate behavior that has been positively reinforced. Research. Finally, when it comes to considering the plight of adolescent LGBT persons of color, much more research is needed. While suggesting that the small body of academic studies available in counseling and psychological literature is reflective of society’s avoidance of the issue, Fontaine and Hammond conclude that many professionals have not received “adequate preparation for ethical and competent counseling of gay, lesbian, and bisexual adolescents” (1996, p. 817). The implication of societal avoidance and a lack of training is one of the most serious implications suggested in this project. Another author notes that “research related to lesbian and gay youth is still in its infancy” and avers that the study of the subject is considered to be too sensitive for general discussion; yet that it has been and continues to be on of “interest for social workers” (Gitterman, 2001, 589). Obviously, the more that is understood about the very complicated process of identity assimilation and both personal and cultural identity acceptance, the better equipped social work practitioners will be. Given the fact that adolescents are a highly vulnerable population, and that LGBT youth of color stand in triple jeopardy with regard to positive developmental considerations, the call for more research is entirely appropriate. The social work practitioner cannot positively facilitate that which they don’t understand, and they cannot understand that which has not been researched and presented. In terms of a holistic appreciation of the implications to social work practice, it can be fairly stated that practitioners must find a way to facilitate emotional and developmental safety and promote positive cultural images for emulation by engaging in targeted education initiatives. All of this should be carried out in front of a backdrop of intensive research and a commitment to understand the difficult issues presented in the development of LGBT persons of color. Conclusion As a result of the research conducted herein, the learning outcomes are clear. Any individual considered by society to be of “minority” status faces a broad range of discriminatory scenarios from both systemic and personal perspectives. The impact of personal and cultural identity processing cannot be overstated, and individuals with multiple streams of sexuality or ethnic identities are particularly at risk of having difficulty. Research shows that these identity issues compound upon the individual, creating a more difficult transition into society. Those who are young or adolescent and find themselves in multiple at-risk categories are forced to endure this compounding effect during one of the most vulnerable times in their lives. As adolescent LGBT people of color process their identities and make decisions that will impact their lives through adulthood, they are uniquely positioned for effective social work practitioners to provide positive reinforcement and integration. Through awareness and provision of both a safe place to process these changes and positive role models to emulate, social work professionals can ease the burden faced by these individuals. Those practitioners, however, must be equipped with the proper tools for fostering an understanding and tolerant attitude toward diverse cultures and communities, while empowering such youth to develop into well-adjusted adults. They cannot simply engage in general education; practitioners must be specifically trained in sensitivity to these matters, and have appropriate methodologies modeled for them so that they can, in turn, model that affirming behavior for others. This process will be greatly assisted by the additional research called for across the spectrum of current literature. Taken in combination, the implementation of these initiatives will ease the already-difficult adolescent development issues faced by LGBT persons of color. Bibliography Akerlund, M. & Cheung, M. (2000). Teaching beyond the Deficit Model: Gay and Lesbian Issues among African Americans, Latinos, and Asian Americans. Journal of Social Work Education, 36, (2), 279-299. Badikian-Gartler, B. (2006). I Hear You Sister: Women of Color Speak. International Fiction Review, 33, (1-2), 64-71. Bimbi, D.S., Grov, C., Nanin, J.E., & Parsons, J.T. (2006). Race, Ethnicity, Gender, and Generational Factors Associated with the Coming-Out Process among Gay, Lesbian, and Bisexual Individuals. The Journal of Sex Research, 43, (2), 115-132. Bridges, S.K., Selvidge, M.M.D., & Matthews, C.R. (2003). Lesbian Women of Color: Therapeutic Issues and Challenges. 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