Coming out in college residence halls: Negotiation, meaning making, challenges, supports

Journal of College Student Development, Nov/Dec 1999 by Evans, Nancy J, Broido, Ellen M

In this qualitative study, researchers examined the coming out process experienced by 20 gay, lesbian, and bisexual students in the residence halls of a major research institution. The students ranged in age from 18-26 and included 10 men and 10 women. Eighteen were White, one was Asian American, and one was Latino American. Students reported how they disclosed their sexual orientation, factors influencing the process, and reactions to their disclosures. Recommendations for residence hall professionals are provided.

Coming out, the process of identifying oneself as lesbian, gay, or bisexual, is an important developmental step for many youths. Because students frequently begin coming out during the college years (Evans & D'Augelli, 1996), student affairs administrators need to be familiar with this developmental process and ways to be supportive as students begin to disclose their sexual identity to themselves and others.

Until the late 1960s, coming out was viewed as a single event-the first time a homosexually-- oriented person identified himself or herself as such to another individual who also self-- identified as homosexual (Hooker, 1965). Cohen and Savin-Williams (1996) later suggested that coming out involves two components: acknowledging one's sexual orientation to oneself and disclosing one's sexual identity to others. "Others" would include other gay, lesbian, and bisexual people, heterosexual friends, family, coworkers, and the public at large (Troiden, 1989). Recently, researchers have defined coming out as a process that occurs over and over throughout an individual's life (Davies, 1992; Rhoads, 1994). Coming out is viewed as an important component of gay, lesbian, and bisexual identity development (Cass, 1979, 1984; Troiden, 1979, 1989).

Many theorists have attempted to describe the coming-out process. Three types of models exist based on whether the primary emphasis is on internal processes (identity), external manifestations (disclosure or overtness), or a combination of the two (Cohen & Savin-Williams, 1996). Stage models have predominated, with identified stages centering on (a) self-awareness, (b) self-labeling, (c) self-disclosure, (d) stabilization of lesbian, gay, or bisexual identity, and (e) active involvement in the lesbian, gay, and bisexual community (e.g., Coleman, 1981-1982; Hencken & O'Dowd, 1977; Lee, 1977).

Research has shown, however, that rigid stage models do not provide an accurate picture of identity development for many individuals, particularly lesbians (Brown, 1995; Kahn, 1991). Rhoads (1997) stressed that extensive diversity can be found in the lesbian, gay, and bisexual community. Recently, models have been developed that emphasize external influences on coming out. For instance, Harry (1993) saw coming out not as the final step of a developmental process but as the product of occupations, places of habitation, and sexual orientation of friends. D'Augelli (1994) viewed coming out as a fluid process influenced by personal subjectivities and actions, interactions with others, and sociohistorical connections.

Researchers have investigated factors that influence the coming-out process. Motivating factors include a desire to be closer to others, to validate one's own self-worth, and to stop having to hide (Moses & Hawkins, 1986). Pressure from peers who are more open about their identity is also a factor (Hencken & O'Dowd, 1977). By contrast, individuals hesitate to come out because they believe their attractions are wrong or because they fear reprisals (Cohen & Savin-- Williams, 1996).

Harry (1993) asserted that "people adapt their degree of self-disclosure to the circumstances in which they live" (p. 38). Individuals who are politically aware and involved in lesbian, gay, and bisexual organizations are likely to disclose their sexual orientation to others (Elliot, 1982; Savin-Williams, 1990), as are individuals who receive support and acceptance from others (D'Augelli, 1991; Savin-Williams).

The campus environment has a significant effect on students' willingness to disclose their sexual orientation and on the reactions they receive when they do disclose. D'Augelli (1989) found that hostility expressed by peers prevents many students from coming out and from seeking support from others. Love's (1997, 1998) study of the climate experienced by students at a Catholic college as well as Rhoads's (1994) study of a large, public institution indicate that campus climates are often unwelcoming and isolating environments for lesbian, gay, and bisexual students.

Individuals who have not disclosed their sexual orientation often experience guilt and anxiety (Lee, 1977) as well as loneliness and isolation (Cohen & Savin-Williams, 1996). They report thoughts of suicide, self-doubt, and selfhatred (Rhoads, 1994; Saunders & Valente, 1987). Despite these negative feelings, many individuals stay "in the closet" because it provides a degree of safety from bigotry (D'Augelli, 1989).

Researchers have reported many positive effects of coming out, including a sense of relief (Dank, 1971), an improved sense of self (Rhoads, 1995), positive self-esteem (Cohen & Savin-- Williams, 1996), and increased authenticity (deMonteflores & Schultz, 1978). On the other hand, individuals who have come out also report that they become targets for homophobic harassment (D'Augelli, 1989; Rhoads) and that sexual orientation is often the only aspect of their identity that others acknowledge (Lee, 1977). They also mention experiencing a sense of obligation to others who are gay, lesbian, or bisexual and a responsibility to educate others (Rhoads).