Gay, Rural, and Coming Out: A Case Study of One School's Experience

Rural Educator, The, Spring 2004 by Pace, Nicholas J

This case study details the events surrounding a gay student's "coming out" in a small, rural high school. Through the eyes and experiences of the student, his teachers, classmates, and community, we hear the story of how the school and community dealt with an issue they had never before actively considered. Through qualitative interviews, the former high school principal describes reactions and lessons learned as the student made his sexual orientation known, attended prom, and was awarded one of three Matthew Shepard Scholarships given in the state. The unexpected way in which events unfolded in the school and community were nearly as surprising as the revelation of the student's sexual orientation. The experiences reinforce the importance of school climate, meaningful relationships between students and staff, the sometimes hidden challenges of high school, and provide valuable considerations for all educators.

If I described the place where I began as a secondary school principal as a "Mayberry kind of place", it would not be an exaggeration. If I did so, my description would come only from affection and appreciation. Having attended and taught in small, rural, midwestern schools, I had a clear picture in mind of the type of school and community I sought to begin my administrative career.

I found a quaint and pleasant midwestern community of approximately 1,500 people. The idyllic picture included a main street, complete with a grocery store, hardware store, and a venerable Carnegie library. The town's residents could choose chicken or carry out pizza from any one of the three convenience stores, or opt for a tenderloin and a beer at one of the three taverns. On Sundays, the five local churches were packed, just like the football bleachers and gymnasium on game night, regardless of the quality of the teams from year to year.

This essay details my experience as a small, rural school principal in relationship to his student's experiences when he revealed his sexual orientation to his family, school, and community. The lessons learned as he made his sexual orientation known touched many who had not before actively considered the issue of homosexuality in general, and certainly not on their sidewalks and in their classrooms. The essay presents a case study in which the student, his school, and community, find themselves face to face with an issue to which they had never given much thought. The experience reveals shocking and intriguing realities not likely anticipated in this school and community.

As principal, I was familiar with the basic challenges of student discipline and harassment and was fortunate to have an excellent guidance counselor. However, information on sexual orientation was completely absent from my preparation for administration. Not knowing where to turn for advice in handling what I felt could be a "brewing storm", I turned to my fellow administrators. My colleagues, however, were sadly honest, noting that they could offer no real suggestions or experience, either. Not only did my colleagues not have any information for me, neither did the literature.

Review of Literature

While much has been written about developmental issues related to lesbian, gay, bi-sexual, and transgender youth (1/g/b/t), literature on sexual orientation in K-12 educational settings is scant. Miceli (1998) noted that sociological examinations of 1/g/b/t persons have all been based on adults. Similarly, Miceli found that most inquiries into hegemonic curriculum and diversity have overlooked sexuality and its connection to educational institutions. Furthermore, research into 1/g/b/t educational issues in a rural context is nonexistent.

The limited research into educational experiences and settings paints a bleak picture for 1/g/b/t students. The 1999 Massachusetts Youth Behavior Survey (MYBRS) reported that 32.8% of 1/g/b/t students attempted suicide the previous year, compared to 7.6% of other students. Nearly a quarter of 1/g/b/t students reported being threatened or injured with a weapon at school in the past year and 20% reported skipping school in the past month due to feeling unsafe.

The 2001 Gay Lesbian Straight Education Network (GLSEN) School Climate Survey found that 84% of 1/g/b/t students are verbally harassed, while 82% noted that teachers rarely or never correct or discipline the harassing students. Many students in the GLSEN research reported hearing similar statements from school staff members. Other school climate research by Elia (1993), Human Rights Watch (2001), Telljohann and Price (1993), Walling (1993), and Harris and Bliss (1997) have examined 1/g/b/t students' experiences in school. Findings confirm the existence of a toxic atmosphere in schools for 1/g/b/t students and a perilous educational experience for many. Elia (1993) compares the school atmosphere to, "an emotional pressure cooker." (p. 181).

Sears (1991) examined educators' attitudes toward 1/g/b/t students, finding eight of ten teachers reported negative feelings toward lesbians and gay men. Additionally, Sears noted that less than one-third of guidance counselors viewed homosexuality as a legitimate topic of discussion with students. Not surprisingly, only 8% of students in Harris and Bliss' (1997) work revealed their sexual orientation to their guidance counselors.