Disclosing a Lesbian, Gay, or Bisexual Identity in Graduate Psychology Programs: Risks and Rewards

Jill Rader
The University of Texas at Austin

Disclosing a lesbian, gay, or bisexual (LGB) identity, in graduate school and beyond, is a complex and ever-evolving process. According to LGB researcher Janis Bohan (1996), "Although the term may imply a single event," writes, "in reality, coming out is a prolonged, perhaps unending, process, and it demands considerable psychological agility."

Psychology students encounter unique challenges and rewards in managing their sexual identities in graduate programs and training settings. Issues related to visibility, social support, and possible discrimination become amplified in an environment that encourages self-awareness, authenticity, and self-expression. This emphasis on openness can become hazardous when one is a member of a group defined as "other" or "deviant." Being open about one’s sexual orientation potentially exposes one to homophobia, discrimination, verbal abuse, or even physical violence.

This article presents the results of an informal online survey I conducted examining the coming out process for students in graduate psychology programs. The survey assessed students’ experiences with regard to disclosing (or not disclosing) their sexual identities in their programs. Students were contacted via the listservs PSYCGRAD (The Psychology Graduate Student Internet Project), Division 44 (Society for the Psychological Study of Lesbian, Gay, and Bisexual Issues), and Division 35 (Psychology of Women).

Thirty students (18 women, 11 men, and one person of unspecified sex) responded to my questions. Of the 30 respondents, 26 wrote that they have disclosed their LGB identities in graduate school. In addition, few students reported instances of overt discrimination or harassment as a result of disclosing their sexual identities, though several mentioned they had encountered heterosexist bias, stereotypical beliefs, and feelings of either being invisible or perceived as an "expert" on all LGB people.

Many students who are out in their programs reported that they started their graduate psychology training with the intention of being open about their sexual identities. "I came in with the attitude that I would disclose (where appropriate) as a matter of course," Norm, a clinical PhD student, wrote, "(My) intention was not to ‘be in your face’ with my orientation but to work on the presumption that persons in this profession (or training to be) would (not) react as per the way the information was disclosed. I don’t ‘wave the flag’ so my orientation is not something others feel rammed down their throats. I think this attitude helps climatize others who may not have had much experience with gay men."

Students indicated that they came out in their graduate programs in order to feel more authentic, to gain social support, and to serve as a potential role model for closeted colleagues, students and/or clients.

"The advantages are that I gain strength by being out," Charles, a counseling psychology PhD student, said. "I get lots of support from fellow students and clinicians." Shoshana, a PsyD graduate, described other advantages of disclosing: "I could be known without keeping secrets about an aspect of my life that is not otherwise secret, and ... I had the opportunity to educate, be expert, and provide services for LGBT clients and students that they might not have otherwise."

Students also disclosed if they felt it was necessary in order to pursue research in LGB issues. Krista, a counseling psychology PhD student, wrote, "I was out in my personal statement during the application process because I knew my main area of interest is working with and researching issues germane to the LGB population. In order to do this, I knew that I would need to be accepted into a program that would be supportive of my goals."

Finally, coming out was viewed as a political act by some. Edouard, a doctoral candidate in the Counseling Psychology and Religion program at Boston University, wrote: "The political horizon of being out has to do with my experience of vocation. In part my vocation in the world is to confront heterosexist systems and to insist upon change. This is a form of advocacy, for myself certainly, but also for my patients and students, and colleagues who are not able to publically advocate for themselves."

Fear of discrimination or alienation from others, an unsafe academic climate, or irrelevance of one’s sexual identity to the matters at hand were among the reasons for nondisclosure cited by students.

quot;It’s easier to not disclose in that you have less projections, attitudes, questions, hostility and unknown responses to deal with," said one student, who prefers to remain anonymous. "When people find out because they see me with my partner or if they ask me outright, then I usually just respond with as little energy as possible, as though this is just life, and usually there is little to do."

Sherry, a student in a counseling psychology PhD program, wrote that coming out in her program has meant a few strained interactions with her fellow students. "I think some of the other younger female students are cautious and reserved around me because of their own fears or prejudices. It makes me a little sad. I also had one male student tell me that homosexuality was wrong because of what the Bible says."

Indeed, depending on one’s program climate, disclosing a LGB identity can pose added challenges to the already arduous task of graduate school. Charles reported that coming out "was a difficult process, full of homophobia and heterosexism." He explained: "I first told my fellow students, individually, which proved less safe than I thought it would be. Students responded positively, yet some made insensitive remarks, for example, about how being gay is ‘acting out’ behavior!" He added, "I think being in a doctoral program has been the most challenging issue I have faced as a gay man."

Summary

A recent online survey suggests that many students are successfully navigating the challenges of disclosing a lesbian, gay, or bisexual identity in their graduate psychology programs. Results of the survey are by no means representative of LGB graduate psychology students as a whole. Further research is needed in order to better assess whether psychology programs are indeed safe places where lesbian, gay, or bisexual students can fully express themselves.

Editor’s Note: APAGS provides support for LGB students through the Committee on Lesbian, Gay, and Bisexual Concerns (CLGBC). Its goals include educating programs, faculty, and students about the needs of lesbian, gay and bisexual students, facilitating communication between lesbian, gay, and bisexual students via our new APAGSLGB listserv, and fighting heterosexism and homophobia in graduate training. Contact CLGBC Co-Chairs Derek Snyder or Nabil El-Ghoroury for more information.

The author may be reached by e-mail.

This article first appeared in the Summer 2000 Edition of the APAGS Newsletter, Vol. 12(2)