Celebrating Diversity Training Session 1: Full Day

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Celebrating Diversity TrainingSession 1 Full Day
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Homophobia

• The fear and hatred of those who love and
  sexually desire those of the same sex. Homophobia
  - which has some of its roots in sexism -
  includes prejudice, discrimination, harassment,
  and acts of violence brought on by fear and
  hatred (Miller and Mahamati, 1994).
• Homophobia compromises human integrity by
  promoting learned hatred and sanctioning the use
  of violence and discrimination (STEP Manual,
  Victorian Child and Adolescent Mental Health
  Promotion Officers).
• Like other forms of discrimination and prejudice,
  homophobia can be expressed in a way that is
• Overt (violence, discriminatory laws), or
• Covert (assuming everyone is heterosexual
  heterosexism, gay jokes, social
  exclusion, etc).

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Heterosexism

• The belief in the inherent superiority of one
  pattern of loving and thereby its right to
  dominance (Audre Lorde).
• Sets of assumptions that empower heterosexual
  persons, especially heterosexual white males, and
  exclude openly homosexual persons from social,
  religious, and political power. It is a system of
  coercion that demands heterosexuality in return
  for first class citizenship (Virginia
  Mollenkott).
• Prejudice or discrimination against gay people,
  analogous to racism the assumption of
  heterosexual superiority (liberation as a
  movement of ideas).

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Levels of Homophobia

• Personal or Internalised Homophobia
• Interpersonal Homophobia
• Institutional Homophobia
• Cultural Homophobia

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The Sexual Trichotomy

• Sexual Identity
• how we self-identify and/or publicly identify

Sexual Behaviour the sexual contacts we have
Sexual Orientation who we are attracted to
Department of Education, Employment and Training,
Victoria 2001, Catching On Teaching and Learning
Activities
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The FBI Model

• Gay and Lesbian Counselling Service of WA Inc
  Clearing The Way, p.58.

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Definitions

• It is important to note that definitions cant
  always adequately encompass how individual people
  really feel and live their lives, or the breadth
  of diversity. Definitions are also far removed
  from the joy of meeting real people. How people
  identify is very contested, therefore it is
  really important to use language and words young
  people use for themselves (Samantha McGuffie,
  KYS, 2004).
• Heterosexual
• People whose sexual and emotional feelings are
  primarily for the opposite sex.
• Homosexual
• People whose sexual and emotional feelings are
  primarily for the same sex. Those who feel this
  way often identify as gay, lesbian or bisexual.
• Gay
• People whose sexual and emotional feelings are
  primarily for the same sex. In Australia this can
  mean men or women, although it tends to be used
  mainly for men.
• Lesbian
• Women whose sexual and emotional feelings are
  primarily for women.

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Definitions

• Bisexual or Bi
• Those whose sexual and emotional feelings are for
  both women and men. 
• Same Sex Attracted/ Same Sex Attracted Young
  people (SSAY)
• Those who are attracted to people of their own
  sex. The term has been used in the context of
  young people whose sense of sexual identity is
  not fixed, but who experience sexual feelings
  toward people of their own sex.
• Transgender or Trans
• Those whose gender identity or behaviour falls
  outside the usual expectations of their gender.
  This includes people who feel that their
  anatomical gender is at odds with their inner
  sense of being male or female. Some trans
  people feel bi-gendered or neither-gendered,
  challenging the idea that there can only be two
  genders.
• Transsexual
• People who are born anatomically male or female
  but have a profound identification with the
  opposite gender. Not all transsexual people see
  themselves as being transgender.

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Definitions

• Intersex
• A biological condition where a person is born
  with physical characteristics and/or sex
  chromosomes that are not exclusively male or
  female. An earlier term for intersex was
  hermaphrodite.
• Straight
• Another word for heterosexual.
• GLBT and GLBTI
• Abbreviations for Gay, Lesbian, Bisexual,
  Transgender and Gay, Lesbian, Bisexual,
  Transgender and Intersex.
• Queer
• An umbrella term that includes a range of
  non-heterosexual gender and sexual identities.
• Sexual Orientation and Sexuality

The nature of a persons basic emotional and
sexual attraction to other people. Some peoples
sexual orientation is mainly towards people of
the opposite sex heterosexual for others it is
mainly towards people of the same sex
homosexual and for some it is towards either sex
- bisexual.
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Definitions

• Sexual Identity
• How people see themselves and present themselves
  to others.
• Sexual Behaviour
• What a person does sexually. Doesnt always match
  identity or orientation.
• Gender
• The way a person is seen as male or female.
• Gender Identity
• A persons internal feeling of being female,
  male, both or neither.

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Writing Themselves InNational Data on Same-Sex
Attracted Young People
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Writing Themselves InNational Data on Same-Sex
Attracted Young People

• Homosexual hatred and fear displayed in rural
  focus groups and teacher interviews
• Over-representation in homeless sample
• Higher drug use (Lindsay et al 1997). SSAY are
  3-4 times more likely to report having injected
  drugs.
• Higher levels of STIs (Lindsay et al 1997)
  amongst sexually active SSAY. Boys 10 X and
  girls 4 X more likely to have STI.
• Retrospective studies with older groups
  anecdotal information reveal stories of abuse and
  links with suicide.

Hillier, L, Dempsey, D, Harrison, L, Beal, L,
Matthews, L Rosenthal DA 1998, Writing
Themselves In.
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Writing Themselves InCharacteristics of the
respondents
Writing Themselves In Characteristics of the
respondents

• 750 same-sex attracted young people (no gender
  difference)
• aged 1421 years (average 18 years)
• from every State and Territory of Australia 
• 25 from non-metropolitan areas
• 87 were born in Australia, 65 of parents who
  had been born in Australia

Hillier, L, Dempsey, D, Harrison, L, Beal, L,
Matthews, L Rosenthal DA 1998, Writing
Themselves In.
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Writing Themselves InCharacteristics of the
respondents

• half accessed the survey through the Internet
  half through the post
• one-fifth had never spoken to anyone about their
  sexuality
• 200 wrote stories about their lives

Hillier, L, Dempsey, D, Harrison, L, Beal, L,
Matthews, L Rosenthal DA 1998, Writing
Themselves In.
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Writing Themselves InPersonal safety

• SSAY exposed to extreme levels of verbal/physical
  abuse
• 42 had been verbally abused
• 13 had been physically abused
• 69 of the abuse happened at school 47 in the
  street
• 10 abused by friends 3 abused by teachers
• 26 felt very safe at school, 14 feeling
  unsafe or very unsafe

Hillier, L, Dempsey, D, Harrison, L, Beal, L,
Matthews, L Rosenthal DA 1998, Writing
Themselves In.
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Writing Themselves InEmotional well-being

• 40 were not feeling good about their sexual
  orientation
• 32 - great
• 28 - pretty good
• 30 - OK
• 7 - pretty bad
• 3 - really bad
• 18 had never spoken to anyone about their
  feelings and of those that had, 1/3 had
  experienced some type of rejection

Hillier, L, Dempsey, D, Harrison, L, Beal, L,
Matthews, L Rosenthal DA 1998, Writing
Themselves In.
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Writing Themselves InSexual Attraction and
Identity

• Young women were far more likely than young men
  to be attracted to both sexes.
• Twice as many young men were only attracted to
  their own sex.
• Young men were more likely to identify as gay
  than bisexual
• Young women were more likely to identify as
  bisexual than lesbian

Hillier, L, Dempsey, D, Harrison, L, Beal, L,
Matthews, L Rosenthal DA 1998, Writing
Themselves In.
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Writing Themselves InSexual experience

• 64 of SSAY are sexually active
• These young people are often having sex with
  both sexes.
• Protection levels are lower than those for
  other sex attracted youth

Hillier, L, Dempsey, D, Harrison, L, Beal, L,
Matthews, L Rosenthal DA 1998, Writing
Themselves In.
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Writing Themselves InSexual Behaviour

• Young women were more likely than young men to
  be SSA yet only heterosexually active, although
  substantial numbers of young men were also
  heterosexually active
• Nearly 1/3 of SSA young women had had sex only
  with males in the past year

Hillier, L, Dempsey, D, Harrison, L, Beal, L,
Matthews, L Rosenthal DA 1998, Writing
Themselves In.
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Writing Themselves InDrug Use

• 7 of young men and 14 of young women (SSAY)
  have injected drugs 15 once a week or more
• 33 had shared injecting equipment 15 weekly
• 5 drank alcohol daily 46 weekly
• 27 had used party drugs 7 weekly
• 8 had smoked dope daily 21 weekly
• 7 had used heroin

Hillier, L, Dempsey, D, Harrison, L, Beal, L,
Matthews, L Rosenthal DA 1998, Writing
Themselves In.
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Writing Themselves InSources of Information
Hillier, L, Dempsey, D, Harrison, L, Beal, L,
Matthews, L Rosenthal DA 1998, Writing
Themselves In.
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Writing Themselves InSources of Information
Hillier, L, Dempsey, D, Harrison, L, Beal, L,
Matthews, L Rosenthal DA 1998, Writing
Themselves In.
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Writing Themselves In Again 6 Years OnThe 2nd
national report on the sexuality, health and
well-being of same-sex attracted young Australians

• Follow up to 1998 report, Writing Themselves
  In
• Purpose of Writing Themselves In Again was to
  explore the extent to which positive changes in
  support for SSAY in years following 1998 have
  made a difference
• 1749 respondents aged between 14 - 21

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Writing Themselves In AgainSexual attraction,
identity and behaviour

• In 2004 young women and men more likely to be
  attracted exclusively to the same sex and more
  likely to identify as gay, homosexual or lesbian
• In 2004, as in 1998, fewer young women likely to
  identify as gay, homosexual or lesbian than young
  men
• Overall a shift towards more positive feeling
  about sexuality - 76 feeling great or good in
  2004 compared with 60 in 1998
• SSAY people more likely to be sexually active
  earlier than heterosexual peers and more likely
  to be having sex in line with feelings of
  attraction than 1998 study
• Confirmed 1998 findings that assumptions
  shouldn't be made about sexual behaviours of SSAY

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Writing Themselves In AgainHomophobia and
discrimination

• 38 had experienced unfair treatment on the
  basis of their sexuality
• Work and school were more common sites of this
  discrimination
• 44 reported verbal abuse and 16 reported
  physical assault - figures largely unchanged from
  1998
• The most common site for abuse, as in 1998, was
  school.
• School remains the most dangerous place for SSA
  young people to be with 74 of abuse happening
  there
• Impact of abuse and discrimination
• Young people who had been abused fared worse on
  every indicator of health and wellbeing than
  those who had not
• Felt less safe at school, home, social occasions
  and sporting events
• More likely to self harm, report an STI and use
  a legal and illegal drugs
• Those who had been abused more likely to have
  sought support from individual or organisations
• More young people reported feeling safer in
  schools than 1998

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Writing Themselves In AgainAlcohol and drug use

• 2004 - use of all drugs was down on reported use
  in 1998
• Drug use still substantially higher than for
  heterosexual young people, i.e. double no. SSAY
  have injected drugs
• Significant relationship between experience of
  homophobic abuse and drug use

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Writing Themselves In AgainDisclosure and support

• More young people had disclosed their sexuality
  in 2004 than in 1998 (95 vs 82)
• Support for those who had disclosed had
  increased
• More young people disclosing to teachers and
  school welfare counsellors
• Friends remained most popular confidantes -
  followed by mothers
• Young people who are isolated and unsafe in day
  to day world can connect to world that is more
  supportive and accepting through the internet

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Writing Themselves In AgainMultiple layers of
identity

• SSAY Culturally and Linguistically Diverse
  Backgrounds (CALD)
• Less likely to have disclosed to parents and
  feel safe at home than anglo peers
• Religion
• Issue of young people being forced to choose
  between their sexuality and religion. In many
  cases the rejection of their sexuality and the
  embracing of their religion resulting in young
  people hating and harming themselves.
• Rural areas
• Less safe at social occassion than their urban
  peers
• More difficulty accessing information through
  gay media

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Writing Themselves In AgainThe way forward

• Preventable abuse is predisposing young people
  to health risks incl. self harm and suicide
• Schools, most importantly, need to address
  homophobia when it occurs - recognise it, name it
  and react with zero tolerance

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Same-Sex Attracted Youth SuicideWhy are we still
talking about it?

• Suicide Prevention Australia
• National conference, Sydney, April 2001
• Study by Jonathan Nicholas and John Howard
• 528 young adults up to 30yrs (m21yrs)
• Heterosexual 94 males, 192 females
• SSA 123 males, 119 females
• Includes people from non-urban areas

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Same-Sex Attracted Youth SuicideWhy are we still
talking about it?

• Suicide Attempts
• Gay male 20.8
• Heterosexual male 5.4
• Bisexual/undecided male 29.4
• Lesbian female 28
• Heterosexual female 8.3
• Bisexual/undecided female 34.9

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Same-Sex Attracted Youth SuicideWhy are we still
talking about it?

• Lesbians first suicide attempts on average
• 1.9 years after becoming sexually interested in
  women,
• 0.2 years after self-identifying as SSA, and
• 0.8 years before another person found out they
  were lesbian,
• 2 years before they had their first samegender
  sexual experience

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Same-Sex Attracted Youth SuicideWhy are we still
talking about it?

• Gay males first suicide attempts on average
• 5.7 years after becoming sexually interested in
  men,
• 3.5 years after self-identifying as gay, and
• 0.4 years before another person found out they
  were gay,
• 0.3 years before they had their first
  same-gender sexual experience

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Disclosure to Professionals

• 22 had disclosed to a counsellor outside school
  (5/8 were supportive)
• 13 to a special teacher (3/5 supportive)
• 12 to a youth worker (2/3 supportive)
• 11 to doctors (2/3 supportive)
• 6 to a student welfare or school counsellor
  (2/3 supportive)

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Coming Out to Parents

• 72 had not told their mothers
• 84 had not told their fathers
• Generally it was slightly more likely that
  mothers would be more supportive then fathers
• Reactions ranged from ignoring or discounting
  the information, through passive acceptance,
  tears, screaming, rejection and ejection from the
  family home
• No parents celebrated the revelation

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Coming OutVivienne Cass (1995)
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Coming OutVivienne Cass (1995)
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Coming out information

• Why do young people need to come out?
• It can be a vulnerable time
• What is important to say
• What not say to a student
• Some questions for a young person to consider
  when coming out

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Coming Out

• SSA young people need to think through the issues
  and the potential impact of disclosing their
  sexuality. Some questions you could ask to
  assess the safety and readiness of a SSA young
  person in coming out
• Can you sit down with your parents and talk
  openly about your sexuality?
• Should you tell them in a letter?
• Should you ask one of your siblings or a close
  friend to break the news?
• Should you tell just one parent and not the
  other?
• Should you let your parents know about your
  sexuality by dropping hints, or simply by
  introducing your partner and letting them draw
  their own conclusions?
• Do you think your friends would accept your
  sexuality?
• Would it be safer not to reveal your sexuality
  (and possibly your relationship)?
• What alternative financial resources are
  available to you if your family asks you to leave
  home?
• What is happening at home at present? Are there
  other issues of concern that your parents are
  dealing with?
• Have you considered your motives before telling
  your parents?
• In case theres a negative response, are you
  sure there are supportive
  friends/people for you to depend on?
•  

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How to support a SSA young person

• Its really important to respond in a positive
  way.
• Provide the young person with accurate
  information, including the fact that around 10
  of young people are attracted to people of the
  same sex.
• Advise the young person of resources that exist
  such as internet sites, videos, books, etc.
• Talk to the young person about referral to an
  organisation that will provide support for same
  sex attracted young people
• If you dont have any of this information
  yourself, offer to get it for them without
  disclosing the students name to anyone (unless
  there is suicide risk of course).
• Carefully discuss how the young person is
  feeling about themselves and who else would be
  safe to talk to
• Discuss the young persons thoughts about coming
  out to others never encourage them to come out
  they need to assess what the
  consequences may be.

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Strategies for supporting SSAY

• 1. Listen, hear and understand the needs of a
  SSA young person
• 2. Assess the young persons level of risk
  factors (including suicide risk)
• 3. Never assume you know the sexual orientation
  of anyone. 10 of people are SSA.
• 4. Use inclusive language thats gender neutral.
• 5. Positively affirm the young persons identity
  
• 6. Ensure student confidentiality
• 7. Discuss the young persons thoughts about
  coming out including readiness for, and awareness
  of the risks associated with coming out.
• 8. Assess the level of support available to the
  young person
• 9. Know about resources and where to refer
• 10. Keep yourself informed

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Creating SSAY friendly environmentsCreated by
Felicity Martin, Nillumbik Banyule SSAY Support
Project

• Modelling inclusiveness of all students,
  including those of different cultures, religions
  and sexual orientation, will say so much to a
  young person.
• Assume at least 10 of people are SSA
• Respond to homophobic abuse in the same way
  youd respond to racism or sexism
• Display posters and brochures in pastoral care
  and welfare areas
• Buy books and videos for the school library
• Make every classroom a SEXISM, RACISM,
  HOMOPHOBIAFREE ZONE
• Include different family structures in any
  discussions on family and community
• Organise a whole school review of your
  anti-bullying and anti-discrimination policies
• Ensure that school computers allow internet
  access to sites discussing SSA issues
• Be openly supportive towards, and a resource
  for, SSA young people in your school.
• Advertise the local SSAY social support group
• Display rainbow stickers around the school.

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Policies frameworks for schools

• Framework for Student Support Services
• National Safe Schools Framework
• Talking Sexual Health
• The Victorian Equal Opportunity Act
• Codes of Conduct
• Health Promoting Schools
• MindMatters

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What is a whole school approach?

• 1. Policy development
• 2. Professional development and training
• 3. Inclusive curriculum frameworks
• 4. Student support and welfare
• 5. The broader school community

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Responding to homophobia at school Developed by
Felicity Martin, SSA Project Worker, Nillumbik
Community Health Centre, 2003

• N name the problem
• A refer to the agreement ie our ground
  rules/policies say no put downs
• C give consequences If you use a put-down
  again you will have to follow disciplinary
  procedures

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Responding to comments aimed at people

• 1. Im not sitting next to her shes so gay.
• I dont want to hear you putting people down
• A persons sexual orientation is none of your
  business.
• Go away and do some research for me about the
  word gay
• This is regarded as harassment - go and read
  the policy on bullying, harassment and
  homophobia
• 2. Hes a poofta. (A student explaining why
  they were aggressive towards another student.)
• What has their sexuality got to do with the
  situation?
• How do you know the person is gay? (Be aware of
  personal attacks)
• This is regarded as harassment - go and read
  the policy on bullying, harassment and
  homophobia
• 3. We hate Ms Sing shes such a big lezzo.
• What do you mean by that?

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Responding to comments aimed at objects

• 1. Im not sitting at that desk - its gay.
• What do you mean its gay? questioning the
  response.
• How can you tell if its happy or sad by looking
  at it have you been talking to it?
• I didnt know a desk could have a sexual
  orientation.
• Is it a boy desk that likes other boy desks or a
  girl desk that likes girl desks?
• We accept both gay and heterosexual desks in
  this classroom
• All desks are celibate here (in a catholic or
  religious school)
• Youre using a term to discriminate against
  people
• 2. This movie is so gay.
• Does it have a gay or lesbian theme?
• Whats a better word to explain what you mean?
• So are you saying you like it or you dont like
  it?
• What do you mean by gay in an emotional
  sense?

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Responding to comments aimed at objects

• 3. Were not getting in that car Fords are
  gay.
• Are all Fords gay? Falcons, Utes? Fords come
  in all shapes and sizes.
• If you were a Ford how would you feel?
• So you would prefer a Volvo?
• How can you tell?
• So youd prefer to walk? Look what youre
  missing out on.
• I really dont like it when you talk like that.
• How would you feel if everything I didnt like I
  called het?
• Its got a steering wheel so it swings both
  ways.

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Some points to remember

• Silence
• Same sex attracted (SSA) young people attend
  your school
• For most of these students their experience is
  likely to be challenging
• There are options for supporting SSA students
  and addressing homophobia at your school

Adapted from information by Daniel Witthaus,
Pride and Prejudice program.