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Schools as Sites for Constructing Minority Sexual Orientations

D’Augelli and Grossman encourage research on the effects of social victimization on the experiences and well-being of self-identified LGBTQ youth. They describe the stresses undergone by self-identified young LGBTQ people within a hostile social environment, and note that the ways in which children and adolescents develop sexual orientations of all kinds have not been adequately researched. If we set our lack of understanding of how sexual orientations are acquired alongside the fact that significant numbers of young people self-identify with minority orientations for which they are victimized, we encounter a developmental puzzle: why do some persons understand and label themselves with a stigmatizing identity? This puzzle must be approached in the light of the debate between biological essentialist and social constructionist accounts of sexual orientations. Along with other writers (e.g., Berg-Kelly, 2003), D’Augelli and Grossman make it clear that embracing a stigmatized minority identity is not easy for young people. If sexual orientation is essential, individuals could be driven to recognize minority orientations within themselves and to announce these to others in the face of stigmatization. If we accept that sexual orientation is at least partly a social construction, however, it is problematic why and how society would construct stigmatized orientations, and why and how individuals–unless they