Abstract:
This thesis explores the question of whether it is safe for young gay men to disclose their sexuality while at school. Two semi-structured interviews were held with ten self identified gay men between the ages of fifteen and twenty one. The interview questions allowed for the exploration of the young men's perceptions of their peer group culture, social and sexual activities, curriculum, relationships with teachers and counsellors and identity management strategies in relationship to their schooling. The discussion of these contexts is framed by a consideration of social constructionist and post structuralist ideas which challenge the current positioning of sexual minority youth as 'abnormal', 'unnatural' and 'unacceptable.' The young men learned as children to constitute their same sex desire/s as transgressive. In light of their learning experiences the young men constructed what they perceived were 'acceptable' masculine identities that enabled them to survive their school environments. The discussion that follows suggests that schools need to challenge hegemonic practices that currently reinforce the binaries of heterosexual/homosexual and masculine/feminine in both classrooms and the wider school environment. These perceptions are held up in comparison to the young men's reflections of the research process, suggesting potential for personal change that can be elicited through the provision of venues and opportunities that allow for an exploration of potential identities that 'read against the text' of 'normal', 'masculine' and 'heterosexual'.
