Homophobia: Youth and Community Responses

Introduction

            Almost every dictionary defines the term “homophobia” as “the fear of homosexuals”. Wikipedia defines “homophobia” as “the fear of or contempt for homosexuality or homosexuals” or “the fear of becoming a heterosexual”. According to Merriam-Webster's 11th Collegiate Dictionary, the term itself is often broadened to encompass other feelings such as aversion to, disapprobation of, disagreement with, disparagement of, or discrimination against homosexual people in general which includes their lifestyle, their sexual behavior or culture and is generally used to assert bigotry. In addition, moral and ideological condemnations are also usually described as “homophobia”.

            Homophobia is usually taken to mean as “… an irrational fear or disgust towards lesbians or gay men”. A homophobic incident is “any incident which is perceived to be homophobic or transphobic by the victim or by any other person” (Metropolitan Police Service) which is directed to impact and effect those who are known or perceived to be lesbians, gay men or transgender people. This definition which adopts the certain approach is widely accepted for defining other types of hate accidents such as racist situations or incidents (Crown Prosecution Service). Homophobic bullying are usually the results for homophobia and it can take a number of forms such as: name calling or verbal threats, being continually ignored because of one’s perceived sexuality, forms of sexual harassment (i.e. being inappropriately touched) and some form of physical violence be it slight or extreme under certain circumstances, notes that “for the last 20 years, homophobia has been a key factor in one quarter of all stranger murders in New South Wales [Australia], and it has also been involved in murders not involving strangers”.

Statistics

            According to the Metropolitan Police in the United Kingdom, the first six months of 2001 was characterized by about 745 incidents that were homophobic (Please see figure 1 below). Accordingly, of these incidents, there are seven males for every victim. Nationally speaking, other researches conducted also showed the same findings for homophobic violence.

 

            Metropolitan Police Service also reported that homophobic incidents are usually believed to occur during or after nights out in pubs or clubs. Nevertheless, there are also a large number of homophobic incidents that occurs from three o’clock in the afternoon to around nine o’clock in the evening .

Furthermore, majority of the victims who reports homophobic incidents to the Metropolitan Police are usually aged 21-40. On the other hand, the suspects involved in the homophobic incidents appear to be a wider range – ranging from ages under 16 and 16-20 as well. Finally, research shows that homophobic incidents that are reported by the police usually take place as pact of the victim’s daily routines such as at work, at home, at school and at leisure. However, it must be noted that homophobic incidents appear to be largely occurring in the)

            In addition to the aforementioned data on homophobic incidents, researches have shown that less than one in five homophobic incidents is reported to the police in a period of one year. National Advisory Group/Policy Lesbians and Gay communities (1999) states that the reasons for not reporting include: (1) the incident was said to be not serious enough; (2) belief that the police would not do anything if the incident was reported; and (3) an expected negative reaction from the police. Other reasons for not reporting also include: (1) the fear of being treated as a “perpetrator” instead of as a victim (Lewisham Gay Alliance 1999); (2) concern about “coming out” to the police (Www.stonewall.org.uk for; (3) fear of retaliation and isolation; and (4) fear of not being believed. Furthermore, according to the Metropolitan Police Service, three out of four victims who have reported crimes to the police are most likely to report a homophobic incident again.

            Almost two out of three incidents of homophobic abuse or violence had no relationship between victim and suspect. A detailed qualitative analysis by the Metropolitan Police Service reveal that suspects may neighbors and locals or local youths.

The information collected by the Metropolitan Police Service from January to June of 2001 actually has five revelations. First, homophobic incidents appear to be spread fairly evenly across the seven days of the week. Second, approximately three out of five incidents involve one victim and one suspect. Third, just over one out of three victims dialed 999, and accordingly nearly half either called or attended the local police station. Fourth, over three of five of the cases of homophobic incidents resulted in no physical injuries. And finally, four in five victims are “White European” in ethnic performance whereas three out of five suspects are of the said ethnic appearance.

            Metropolitan Police Service adds that some problems associated with the extent and the nature of homophobic violence are that: First, traditionally, homophobic crimes usually go unreported to the police; Second, there is lack of information or data and research on the LGBT (Lesbian, Gay, Bisexual and Transgender) community, as a result, LGBT concerns and issues remain invisible in mainstream research into the crimes; And finally, as a result of the above mentioned problems, there are actually fewer resources which are distributed to LGBT concerns and issues.

Homophobic Bullying and Violence

            The harassment, bullying and persecution of people who are perceived to be gay, lesbian, transgender and bisexual is an issue for each one of us. Homophobic violence and bullying is very common within society.  It can be very well seen in all facets of everyday life --- at home, in the streets, in the media, in schools and even in political arena. The society is made up of individuals who hold a variety of values, beliefs and opinions in which some of it may be based on prejudice and may be discriminatory. Homophobia is a very obvious example of such prejudice and discrimination. Homophobia is defined as an irrational dislike, fear and even hatred of individuals who are perceived to be lesbian, gay, transgender or bisexual. Accordingly, it can result in negative consequences which ranges from damage of self-esteem to premature death.

            Such examples of homophobic behavior may be: (1) offensive jokes, language, innuendo and mockery; (2) insulting or abusive behavior and gestures; (3) graffiti; (4) damage and threat to property; (5) refusal to cooperate because of an individual’s sex orientation; (6) deliberate exclusion from any professional and social activity and even conversation; discrimination that is related to HIV/AIDs; and (7) assaults. Study of minority youth recognized a number of examples of homophobic abuse experienced by lesbians and gay students in school. It included: name calling, physical assault, hostility, isolation, rumors, ridicule, theft of property and sexual assault.

            A wide number of researches have recognized and illustrated that homophobic violence is indeed a serious issue for schools and society in general. Given the nature of bullying, it is likely that many of the individuals experiencing homophobic violence will not be willing to report it parents, teachers, colleagues or the police due to the fear of further isolation and stigmatization. Nonetheless, findings from recent research have shown a clear picture of the extent of the said problem. 51 percent of surveyed schools reported that one or two occurrences of homophobic abuse as occurring in the last term. Also, 5 percent of surveyed schools reported ten incidents of homophobic violence as occurring in the last term. Notes that 34 percent of gay and bisexual men and 24 percent of lesbian and bisexual women surveyed have been subjected to at least one assault in the last five years. Also, it is reported that 48 percent of ages under 18 surveyed have been subjected to at least one violent attack; not to mention that 40 percent of all reported violent attacks on individuals under 18 took place at school. In another survey conducted by Trenchard and Warren (1984), 50 percent of young lesbian and gay individuals report that they had probems in schools due to their being lesbians and gays. Of these young lesbians and gays surveyed who specified the nature of their experiences, about 21 percent reported that they had been called names or were otherwise verbally abused, 13 percent of them had been teased, 12 percent physically assaulted, 7 percent isolated by the peers and a further 7 percent felt so much pressure to change their sexual orientations. Finally, evidence from the United states showed that half of the gay men who were surveyed and 12 percent of the lesbians had also experienced some kind of harassment in junior high school (age range: 12 – 14 years old) and increasing to 59 percent for gay men and lesbians in high school (age range: 14 – 18 years old).

            Homophobic abuse and violent is clearly prevalent in British schools as well. According to www.stonewall.org.uk, four in five secondary school teachers actually say that they are fully aware of verbal homophobic abuses and bullying. Also, one in four secondary teachers is fully ware that there are physical homophobic abuses in their respective schools. Unfortunately, only 6 percent of British schools have fully inclusive anti-bullying policies that address homophobic bullying.

Impacts of Homophobia

            Homophobic bullying has implications for the immediate and longer term emotional well-being of individuals, especially young people and their ability to achieve at school.  Homophobic bullying may lead to (1) low self esteem; (2) a culture of fear; (3) student indiscipline; (4) student absenteeism; (5) reduction of learning outcomes; (6) stress; (7) loss of health and (8) self harm. According to Trenchard and Warren (1984), one in five of young lesbian and gay people have attempted suicide due to the sexual orientation as being gay or lesbian. 

            Www.stonewall.org.uk adds that lesbian and gay students are most likely to leave school at age sixteen in spite of achieving marks that merit the continuation of their education. Also, two out of five students say that they fear that the homophobic bullying will continue if they stay. Plus, three out of four of the these lesbians and gay young people who have experienced homophobic bullying in any form say that they pretend to be ill or play truant as to escape the impact of bullying. It must be noted that the effects of homophobic abuse and violence are not limited to lesbians, gay and bisexual individuals. A culture, be it societal or educational, where there exists homophobic abuse and violence may also affect anyone who is singled out to be different. A culture where any kind of bullying exists makes the society, especially the schools unsafe for everyone.

Equality Strategies

            www.stonewall.org.uk states that bullying may cause permanent damage to young people and may blight the schools and colleges where it takes place. One of the most invisible forms of bullying is homophobic bullying. Homophobic is not merely a gay issue or concern. In schools, homophobia basically affects all students, as well as the school staff and the administration – whether they are straight, lesbian, gay or bisexual. Anti-bullying campaigns are required to understand this fact to address the issue of homophobic abuse and violence. Educational and societal system must make all individuals, regardless of their sexual orientation, especially young people, feel included and valued to transform the lives of many individuals suffering from homophobic abuse and violence.

www.stonewall.org.uk has proposed ten things that schools must do to create an inclusive culture. They are as follows:

The first step that schools can do to create an inclusive environment is to acknowledge and recognize the problem of bullying.  www.stonewall.org.uk believes that this is the most important step. School administration must recognize that all kinds of bullying takes place in schools. As homophobic bullying are sometimes invisible or may be hidden in view, www.stonewall.org.uk suggests that schools may record the incidences that occur which involves homophobia as they have in recording incidences of bullying related to racial discrimination. Teachers and other staff must keep a written record of any occurrences of homophobic abuses and violence that they have witnessed themselves or to which have been reported to them. Details such as the time and the dates, the places, the witnesses, the students involved and the nature of the homophobic abuse or violence should be included in these written records. Furthermore, it is suggested that the incidents of homophobic abuse and violence should be reported to the school management as there will be an effective measure to be taken. At the same time, any issue regarding the confidentiality of the report of the homophobic abuse or violence should likewise be considered.

The second thing that schools can do to promote an inclusive culture is to develop policies that identify the existence of homophobic bullying. www.stonewall.org.uk suggests that schools should make reference to national guidance that indicates the issues in association to sexual orientation. Schools must take the appropriate initiatives and measures such as challenging the use of the term “gay” as derogatory. In addition, schools may ensure fast and effective removal of graffiti from homophobic incidents. Anti-bullying policies and equal opportunities policies have been suggested to be implemented as to help tackle the problem of homophobic abuses and violence. head teachers are required by the DfEE in its guidance to schools in tackling with the bullying issues and concerns – bullying: Don’t Suffer in silence – to have a policy to avoid or prevent bullying among the students. In addition, the DfEE states that head teachers must “satisfy themselves that their policies comply with the Human Rights Act 1998”. Accordingly, the anti-bullying policy must include particular or specific reference to all bullying or abuse in relation to sexual orientation. This protection available to the students must as well be available to the school staff and should clearly address the problems of pupils involved in the bullying of the staff. Likewise, schools must have a policy in relation to equal opportunities. The equal opportunities policy must be reflected in all facets of school ethos and school life. In addition, the equal opportunities policy must apply to all individuals in the school, including the school staff, the students and the parents of the students as well. The said policy should include general reference to the problems related with discrimination, bullying and persecution on grounds of sexual orientation. Equal opportunities policy must be distributed to all of the school staff, the students and their parents. Likewise, the said policy must be regularly monitored with a view to recognizing and dealing with any trends, issues or concerns.

The third thing to do is to promote a socially positive environment. It must be noted that the culture of the school which is shared with the students’ parents as well as the teachers will influence what needs or what can be done to support the gay, lesbian and bisexual students as well as to address the homophobic abuses and violence.

Fourth, schools must address the needs of their training staff. For some of the school staff, dealing with gay students and homophobia as well as homophobic abuse and violence can be quite challenging. One must not assume that only lesbian, gay and bisexual teachers are well placed to tackle this issue of homophobic abuse and violence. Actually, it is often most difficult for them too.

Fifth, the school administration must provide information and support for the students, may be done through the teachers or through the guidance counselors and psychologists. Oftentimes, many students find it awkward, even difficult, to discuss lesbian and gay issues and concerns with their teachers. Consequently, www.stonewall.org.uk suggests that information with regards to services and support that are available to the students be communicated through notice boards or bulletin boards, school diaries or may be even websites.

The sixth thing that schools can do to promote a culture of inclusiveness is to integrate sexual orientation into curriculum planning. Effective sex and relationship education is essential in helping young individuals make responsible and well formed decisions about the lives (DfEE 2000). It will enable young people to develop respect for themselves as individuals regardless of their sexual orientations as well as develop respect for others. Schools must strive to incorporate or integrate teaching about sexual orientation in their respective curriculums as a whole. Schools may recognize lesbian and gay people both formally in their curriculum and informally in posters or assemblies.

Seventh, schools must use outside experience. There are many people who are working in external agencies such as lesbian and gay charities, youth groups or local telephone help lines who can who can offer support and help in facilitating the addressing of  homophobic abuse and violence and related issues, both inside and outside school premises.

Eight, to promote a culture of inclusiveness in schools, school administration must encourage role models. According to www.stonewall.org.uk, such schools with openly gay staff, governors, parents and/or students foster a more appropriate education for all individuals and help to reflect the community in which they live. Both the teachers and the students may reveal themselves and make a stand in the different sexual orientation – lesbian, gay, bisexual or transgender – in an environment that values them as individuals.

Ninth, www.stonewall.org.uk suggests that schools must not make assumptions to create an environment free of exclusion. One must not assume that all the students in the class are or will be heterosexual. Likewise, one must not assume that all teachers in a school or college are heterosexuals.

Finally, www.stonewall.org.uk suggests that schools must celebrate their achievements. Celebrating one’s achievements can boost one’s ego and basically makes one feel good. Achievements in addressing the problems of homophobic abuse and violence such as changing the curriculum or lessening the number of homophobic incidences occurring may be made known to the public in their school assemblies, newsletters, notice boards or websites.

Conclusions

            Homophobic abuse and violence is a very important issue that really needs to be addressed in society. People have been very judgmental. However, there is increasing awareness of its importance and certain organizations are starting to slowly address this issue starting with schools wherein the minds of young individuals can still be mold. In addition, many are starting to implement strategies for equality as homophobia fosters prejudice and inequality. These strategies include certain policies and activities (anti-bullying). They are known to improve student behavior as well as focus attention on the associations of social relationships and academic attainment and contribute to school improvement and school effectiveness. Teachers and parents are often unaware of the nature and the extent of homophobic bullying. Some students usually are reluctant to get involved and usually don’t know how to help. Thus, there is a need for effective interventions that must involve the whole school community instead of just focusing on traditional concepts of perpetrators and their victims. Following the ten outlined things to create a culture of inclusiveness will certainly help in tackling the issues of homophobic abuses and violence.