“A Saving Grace”
Published by The
Ladder: Storytelling Across The Curriclum (Fall 2012)
By Tim’m T. West
I encounter them more and more these days as a college
admissions evaluator—heartfelt, brave stories by high school seniors who “come
out” in their personal statements. The frequency of “coming out” essays or Gay/Straight Alliance mentions
in extracurricular profiles, are a promising indicator that schools are
creating environments in which LGBT youth are nurtured and thrive. Still, these
are perhaps the fortunate students. As an educator and youth advocate still
very much attuned to challenges to serving LGBT students, I am aware that many
environments still choose to relegate the topic to silence or worse seek to
“ban” same-sex attraction or social activity. While I celebrate the trends of
more tolerance and affirmation in the United States, I don’t wish to undermine the
critical work that school districts and teachers are still doing to create
“safe spaces” for LGBT youth. There is empathetic value in offering an
experience-based testimony of my own struggles as a young student in Public
Schools; and the various saviors who prevented the kind of hopeless,
down-spiraling dejection that can lead to LGBT teen suicide. Sharing stories is
one way to broach a difficult topic with complex solutions-in-the-making.
I had a very early awareness of my sexuality—a point that
is no doubt disputed by adults and some professionals who negate the emergence
of “sexuality” for kids under the age of consent. It is double-standard
“awareness” when it’s common for teachers and staff to make reference to
kid-crushes between opposite-sex children, without being able to imagine the
viability that some young people experience same-sex attraction as early as
elementary or middle school. There is the “heteronormative” assumption that
“playing house” is innocent modeling of a healthy sexuality; while any same-sex
“play” is resulting, not from any difference in orientation, but some
perversion of normal sexuality. In elementary school, I had crushes on boys and
girls—imagined a future where love with either could result in a life together.
However, I was quickly and frequently informed that there was only one way to
make family; and that my perceived liberty to think otherwise would surely lead
me to hell or a miserable existence of silence and torment. It is no wonder
that I turned to school as an obsessive attachment to avoid discomfort with a
natural option denied me.
I grew up a very masculine-identified boy. Little league
football quarterbacking and being a kid-boxer were among the ways I avoided
some of the bullying and taunting subject to more effeminate males my age. I
enjoyed sports. I did not however enjoy the notion that reading books or
enjoying arts made me less of a boy. I did not enjoy the peer to peer gay
bullying I witnessed; and was disturbed even more by the all too frequent cases
of teachers and faculty reinforcing the gender and sexuality norms that
tormented many of my peers who presented as different. Some of the most
insidious, homophobic bullying I witnessed in school came from adults charged
with making school a safe space, not other students.
Each time I saw someone thought to be gay or lesbian
bullied, I felt an enormous sense of guilt for being able to “pass”. This guilt
turned into bouts of anger that seemed to come from nowhere, but that were an
emotional response to a life where I reprimanded myself for my silence. While I
avoided some of the ridicule by being gender normative, the feelings of
dejection and confusion were all the more buried. There was no language to
discuss how masculine-identified boy could reconcile feelings of homosexuality;
especially in a home where a minister, coach, and former military man was the
head of household who defined hypermasculinity as the only way. Images in the
media then only depicted gays as frivolous spectacles of ridicule or carriers
of AIDS who deserved to die. With so few positive images to identify with, I
poured myself into books and became an exemplary student, a good athlete, and
the ultimate student leader—thinking perhaps that if I were “perfect”, and my
being gay was discovered, I would have already overcompensated for the
“weakness”. I graduated a popular and promising honor student … with severe
ulcer issues, clinical depression, and a failed suicide attempt. Interviewing
at West Point, they asked, I told; not of any sexual relations with men, for I
hadn’t had any; but I did admit to the mere thoughts about attraction to men.
In the military of 1989, so a man thinketh…so is he. But I was proud of my
integrity. It was the honesty befitting of a soldier. This marked the beginning
of a life walking in the light of my truth. I believed as my grandmother taught
that the truth will set you free.
Today it is said that “it gets better” for LGBT teens. I
am grateful for many saving graces who offered hope and understanding amidst
such painful and confusing years. There was an instance when a biology teacher
reprimanded a student for making jokes about “nasty people with AIDS”. There
was an insightful English teacher who asked if I’d read Walt Whitman and James
Baldwin—men who I came to understand were gay also famous and writers. I came
to believe that I didn’t have to die and that there might be something to live
for. Twenty some-odd years later, I’ve become a beacon of light for others
through the books I’ve published, songs I’ve written and performed, and
speeches and lectures I’ve given. The climate is a bit more promising today—but
not without conversation between educators, not on how to compromise morals or
religious beliefs, but how to remain committed to ensuring that ALL children
feel safe, loved, and affirmed in our schools. An educator myself, I’m happy to
have been that saving grace for students who are sorting through a range of
issues, around sexuality and beyond. There’s so much our young people can
accomplish when they are, first, certain that they are cared for and loved.
(photo of Anthology "For Colored Boys". I am fortunate to be a contributor)