Education

Stages of Lesbian and Gay Identity Formation

Early on during the development of their sexual identity, gay, lesbian, andbisexual youth are confronted with confliting values, negative homosexual sterotypes, and a lack of gay role models. Parents, family and peers fail to validate their children's deeloping non-heterosexual orientation and regard it as "a phase." Often, when a child's homosexuality becomes apparent or known to parents, they feel fear, anger, or idsgust and repel the child, leaving such "throw-away" lesbian and gay youth to fend alone (Durby, 1994).

The fact is that we generally assume that our children will grow up to be heterosexual.

Most youth are raised in heterosexual families, associate in heterosexual peer groups, and are educated in heterosexual institutions. Youth who are not heterosexual often feel they have little option except to pass as "heterosexually normal." The fact that they must hide their sexual orientation makes it assume a global significance to them considerably beyond necessary proportions. (Savin-Williams, 1990, p.1)

Especially in adolescence, the gay youth learn to conceal their developing sexual orientation to avoid, in most cases unsuccessfully, the humiliation of sexual taunts. They feel ostracized or forced to engage in hererosexually accepted bahaviors such as dating members of the opposite sex. This whole scenario creates conflict and confusion and tends to postpone the normal development process of sexual identity. Several models of the development of homosexual identity have been proposed by researchers (e.g., Cass, 1979; Coleman, 1982; Troiden, 1979, 1984/85, 1988, 1989; Troiden & Goode, 1980). Troiden's model summarized below generalizes the process (see Durby, 1994). However, keep in mind that each individual develops at different rates and often moves back and forth between stages.

Developmental Stages of Homosexual Identities

1. Sensitization. In this stage, people gain experiences which made later serve as sources for validating their feelings as homosexual. The gender confusion and feelings of "differentness" (feeling different from peers) may be present.

There may be particular acts, though not necessarily sexual, which can later be identified as such period children at this stage are seldom aware of same-gender feelings, thus they cannot describe what's "wrong." They often communicate their inner conflict behaviorally (often even in the form of behavioral problems, suicide attempts, and oppression. (See U.S. Dept. of Health and Human Services, 1989.)

2. Identity Confusion. People start identifying their feelings and behaviors as homosexual. Confusion results from the initial believe that they are heterosexual and the awareness of homosexuality. Because of the negative connotation attached to homosexuality, that you may isolate and put a great amount of energy into avoiding behaviors that may arouse suspicion. Reinterpretation of past events identifiable as homosexual may begin at this stage and continue throughout successive stages.

3. Identity Assumption. Identity assumption initiates after the resolution or partial resolution of identity confusion. People observe social life and realize that the guidelines for behavior, identity, and expectations for the future typifying heterosexual identity are no longer relevant were attainable and have not been replaced by others. Leaving over giving out a heterosexual identity may begin of the stage.

Generally, lesbians seem to self-identifying in the context of the love relationship with another woman. On the other hand, game and seem to self-identify in the social context or through sexual expression. Whereas negative experiences at this stage may throw individuals back into the identity confusion stage, positive experiences promote further validation maturation.

4. Commitment. According to Troiden (1998), "in the homosexual context, commitment involves adopting homosexuality as a way of life." The individual achieves self-acceptance and inner peace. Sexuality and emotion now they are integrated, thus being gay is about more than just sexuality. People begin to disclose their sexual orientation more more in the stage.

Scrivner (1984) describes five other stages in this model (between the overlapping Troiden's identity assumption commitment stages).

Identity Tolerance. There begins to be a greater commitment to the idea of being gay. Contacting other homosexuals is viewed as necessary to counter feelings of isolation and alienation. Heterosexual contact may lessen.

Identity Acceptance. Contact with other homosexuals continues in increases, allowing people to feel the impact of the features of gay subculture that validate normalized homosexuality heterosexuals a true identity and way of life. Internal eyes negative values about homosexuality are confronted and changed.

People experience the homosexual adolescence in which people need to learn to relate to a same-gender partner and away the heterosexual's learn to relate to opposite-sex partners doing chronological adolescence. An otherwise mature lesbian or gay adults may often behave like an adolescent (e.g., becoming easily infatuated with others, becoming fickle).

First Relationships. The developmental task of learning how to function in the same-gender relationship begins. First relationships can often be characterized by intensity, possessiveness, and lack of trust. Negative stereotypes about gay relationships and a lack of gay role models may jeopardize these relationships. Some problems and first relationships may be caused by entering them without completing the earlier stages.

Identity Commitment and Pride. People may divide the world into heterosexual and gay. People devalue the heterosexual world to ascertain their own gay identity. Commitment to a gay identity leads to increased candor and pride about one's identity with a heterosexuals.

Identity Synthesis. Feelings of pride are still present but in the form of self-acceptance and inner peace. The division between heterosexuals (as "them") and gays (as "us") gives way. Instead of focusing on the gay identity, people view their homosexuality is just one facet of their identity.

References and Bibliography

Cass, V. C. (1979). Homosexual identity formation: A 
     theoretical model. Journal of Homosexuality,
     4, 219-235.

Coleman, E. (1982). Developmental stages of the coming 
     out process. In W. Paul, J. D. Weinrich, J. C. 
     Gonsiorek, & M. V. Hotvedt (Eds.), Homosexuality: 
     Social, psychological, and biological issues.
     Beverly Hills, CA: Sage.

Cook, A. T., & Pawlowski, W. (1991). Youth and
     Homosexuality. Issue Paper 3. Washington, 
     DC: Parents and Friends of Lesbians and Gays.

Durby, DD. (1994). Gay, lesbian and bisexual youth. In T. 
     DeCrescenzo (Ed.), Helping gay and lesbian 
     youth: New policies, new programs, new practices. 
     New Yourk, NY: Harrington Park Press.

Savin-Williams, R. C. (1990). Gay and lesbian youth: 
     Expressions of identity. New York, NY: Hemisphere 
     Publishing Corporation.

Scrivner, R. W. (1984). A model for the development of
     lesbian and gay identities. Paper presented at 
     the 42nd Annual Conference of the AAMFT. San 
     Francisco, CA.

Troiden, R. R. (1970). Becoming homosexual: A model of 
     gay identity acquisition. Psychiatry, 
     42, 363-372.

Troiden, R. R. (1984/85). Self, self-concept, identity, 
     and homosexual identity: Constructs in need of 
     definition and differentiation. Journal of 
     Homosexuality, 10, 97-109.

Troiden, R. R. (1988). Homosexuality identity development.
     Journal of Adolescent Health Care, 9(2), 105-113.

Troiden, R. R. (1989). the formation of homosexual 
     identities. Journal of Homosexuality, 17(1-2), 
     43-73.

Troiden, R. R., & Goode, E. (1980). Variables related 
     to the acquisition of a gay identity. Journal 
     of Homosexuality, 5, 383-392.

U.S. Department of Health and Human Services (1989).
     Report of the Secretary's task force on youth 
     suicide, Volume 3: Preventions and interventions 
     in youth.