Heterosexism, just like other sex orientation stereotyping refers to abject discrimination of heterosexists premised on the belief that portraying such a trait is defiance to the standard straight sexual orientation that the majority of the society ascribes to. They face intense social exclusion; prejudices as well as threats of homophobic violence. Bryan case is an ideal example where he faces assault, but individuals capable of helping pays no attention depicting the highest level of bystander apathy towards heterosexism (Wickens & Sandlin, 2010). In addition, they are also discriminated against in accessing social protection schemes comprising of healthcare as well as retirement benefits schemes. There is greater need to incorporate gender education in the mainstream education system, collaboration amongst the poor and the colored heterosexists.
Key words: stereotyping, straight, bystander apathy, social protection, gender education.
Heterosexism
Heterosexism, just like other sex orientation stereotyping refers to abject discrimination against heterosexists premised on the belief that portraying such a trait is defiance to the straight sexual orientation that the majority of the society ascribes to. However, what deserts heterosexism resonates with the extent with which it has created severe homophobia and discrimination as compared to other LBGTQ group. This essay discusses heterosexism focusing on its historical developments viz-a-viz the current terminology, the language, labels, and the current issues that are faced by its members.
Heterosexism History
Initially, heterosexism was referred to as homophobia (Szymanski et al., 2008). The terminology changed to internalized homophobia to describe self-loathes of the asexual minority. The terminology further changed to internalized heterosexism to avoid or prevent the stigmatization of the clinical language (Szymanski et al., 2008). The straight segment of the population, on the other hand, refers to themselves as queer, a pejorative term meant to disregard and portray heterosexists as lesser human beings.
The heterosexuals have reclaimed a label of undermining the female gender by terming women to be incapable of sustaining their community. Also, heterosexism members have recently reclaimed labels of homophobia (Wickens & Sandlin, 2010). This is because of how the straight segment of the population subjects the LGBT to harassment at individual and group levels.
Current heterosexism challenges
Heterosexists face intense social exclusion; prejudices as well as threats of homophobic violence. Bryan case is an ideal example where he faces assault, but individuals capable of helping pays no attention depicting the highest level of bystander apathy towards heterosexism (Wickens & Sandlin, 2010). In addition, they are also discriminated against in accessing social protection schemes comprising of healthcare as well as retirement benefits schemes.
Ramifications of the Issues
There is greater need to incorporate gender education in the mainstream education system to make sexuality awareness flow from the school to transform the societal stereotypes. Enhance collaborations on cross-issues work comprising addressing challenges faced by the low income as well as those of color (Wickens & Sandlin, 2010).
Conclusion
In a snapshot, heterosexism continues to be regarded as a form of social defiance marginalized at home, in school, media and job environments. The society is in denial of the reality of the existence of LGBT as depicted in the high prevalence of homophobias and threats to violence on the portrayal of homosexuality. Efforts are needed in education and awareness creation to enhance societal tolerance to diversity in sexual orientations.
References
Szymanski, D. M., Kashubeck-West, S., & Meyer, J. (2008). Internalized Heterosexism. The Counseling Psychologist, 36(4), 510–524. https://doi.org/10.1177/0011000007309488
Wickens, C. M., & Sandlin, J. A. (2010). Homophobia and heterosexism in a college of education: a culture of fear, a culture of silence. International Journal of Qualitative Studies in Education, 23(6), 651–670. https://doi.org/10.1080/09518390903551035
