Content Warning/Author Note

The following paper contains discussions of triggering topics related to homophobia, mental illness, suicide/suicidal ideation, outing, physical and verbal abuse, and bullying, among others. Please carefully consider if this content is safe for you. If you are in a mental health crisis, contact Lifeline on 13 11 14.

‘Queer’ is used throughout the paper as a catch-all term for people who identify as part of the LGBTQI+ community. 

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The ‘queerification’ of the Internet: Why Queer Youth Need Online Communities 

by Grace E. Matthews

ABSTRACT

Generation Zs are predominantly ‘digital natives’, having grown up with access to the internet and modern technologies (Levine & Dean, 2012, as referenced by Miller, 2017, p. 510). For ‘Gen-Zs’, engagement in online space is central to how they communicate, connect, and engage with the world. In the case of queer youth, this significance is tenfold. Queer people choose to go online for a multitude of reasons, from seeking community, to building identity and finding information, among many others (Craig & McInroy, 2014; Shpigelman & Gill, 2014, as referenced by Miller, 2017, p. 509). Existing as a marginalised identity, seeking community in geographically located spaces is often difficult and potentially dangerous for queer youth. Through analysing the barriers for queer youth in accessing geographically located communities, the lack of nuanced and complex representations of queer people in mainstream media, and the benefits of online communities in the formation of identity and access to queer resources, it is evident that queer-centric online communities are both important and necessary.

Problems with Geographically Located Community

Queer youth are at greater risk of poor physical and mental health, manifesting in issues such as eating disorders, homelessness, suicide, violence, harassment, and ostracisation (Austin et al., 2009; Blake et al., 2001; Bontempo & D’Augelli, 2002; Cochran et al., 2002; Garofalo et al., 1998; Perdue et al., 2003; Russell et al., 2001; Thiede et al. 2003, as cited by Higa et al., 2012, p. 664). Additionally, mentally ill queer youth are at greater risk of suicidal ideation or attempts than their heterosexual counterparts (Lytle et al. 2018, p. 1924). These issues often stem from marginalisation by others and can often be mitigated or eliminated through a strong support system and community. For many young people, support and community can be found locally, in schools or in extracurricular groups. However, marginalised groups often do not have such easy access to support. School can feel unsafe and isolating for queer youth, as individuals can be, or feel as though they are, the only queer student (Higa et al., 2012, p. 675). Australian queer youth report that they still experience acts of homophobia, despite a positive shift in the perception of queer identities in the last 20 years (Hanckel & Morris, 2014, p. 872). Australian schools are reported by queer youth to be sites of verbal and physical abuse catalysed by identifying or being perceived as queer (Pratt & Buzzwell 2006; Hillier et al. 2010, as referenced by Hanckel & Morris, 2014, p. 873). Over half of the queer youth interviewed in Higa et al’s study reported experiencing verbal or physical harassment whilst at school (2012, p. 677). This is an issue that queer youth can rarely discuss with older queer people, as they typically ‘came out’ after leaving secondary education (Higa et al., 2012, p. 675). As such, queer youth must find and create new, safer spaces, in which to explore their identities, make friends, and access resources. They have greater agency in controlling their online experience, possessing the capacity to limit discrimination or prejudice, as opposed to their physical environments, where this may be impossible (Lytle et al., 2018, p. 1918).

Lack of Mainstream Media Representation

In addition to feeling marginalised and ostracised in schools, where they are required to spend most of their time, the media afforded to queer youth by mainstream sources fails to adequately include them. Queer representation in mainstream media is lacking in both quantity and quality (GLAAD, 2019, as referenced by McInroy et al., 2021, p. 2). Historically, depictions of queer people in mass media have been negative, often being portrayed as criminals, highly sexualised, stereotyped for comedic effect, or as victims of violence (Davis & Needham, 2008; Netzley, 2010, as referenced by McInroy et al., 2021, p. 3). As a result of shifts in the public perception of queer identities, we are beginning to see more positive queer representation, however these portrayals are “overwhelmingly white, cisgender, able-bodied, physically attractive, affluent, urban, and/or male-identified” (McInroy et al., 2021, p. 4, referencing GLAAD, 2019; Ng, 2013; Nölke 2018). Films such as ‘Love, Simon’, released in 2018, have been criticised for reproducing a privileged and narrow experience of queerness, which excludes more diverse narratives (Greensmith & King, 2020, p. 181). In response to this, queer people seek representation in queer-created media, often facilitated through networked publics.

A queer nonbinary 21-year-old interviewed by Greensmith & King revealed that they surround themself with queer media on the internet via messaging platforms, online forums such as Reddit, and online games, among others (2020, p. 182).

You can go to a sub-Reddit, there’s one just called ‘Gay.’ And you can just go there and read peoples’ thoughts. Read peoples’ experiences, and I think that was empowering to me to see that these people are out there. These people are real

(Participant interviewed by Greensmith & King, 2020, p. 192).

In addition to reading and watching queer content online, young queer people utilise platforms such as the online game ‘Fortnight’, using avatars to experiment with their identity as well as experience an environment where their appearance is not scrutinised (Greensmith & King, 2020, p. 193). Access to positive, inclusive, and nuanced representations of queer identity, gives queer youth role models to look up to and helps build their sense of identity and self-worth.

Identity Formation

Online identities are ever-evolving, being created, formed, and shaped on the internet, rather than simply being communicated there (Miller, 2017, p. 513). Through networked publics, queer youth “engage in critical identity-based exploration and developmental tasks, as well as undertake supportive networking and community-building activities” (McInroy et al., 2021, p. 2). Online spaces provide opportunities for queer youth to experience important developmental tasks, such as forming self-confidence, building relationships, and ‘coming out’, before gaining the skills to do so offline (Craig & McInroy, 2014, as referenced by Miller, 2017, p. 512). Many young people initially frame their same-sex attraction or gender diversity as a ‘problem’ that requires a solution (Hanckel & Morris, 2014, p. 873). Queer online spaces allow such youth to reframe their experiences and place the fault of their experience on society, rather than on themselves (Hanckel & Morris, 2014, p. 878-879). For many queer people, ‘coming out’ is a very important and anxiety-inducing step in their identity formation. Subjects interviewed by Taylor et al revealed the benefits of using an online platform to create space between themselves and third parties when coming out, thus removing the ‘heat’ from the situation, and reducing the intensity of the interaction (2014, p. 1148). In Higa et al’s study, queer youth discussed fear of being ‘outed’ or otherwise being labelled by others (2012, p. 675). By using the internet to facilitate their coming out, queer youth can take agency over their identities and stories, taking away the potential for others to ‘out’ them in harmful ways. In these ways, online communities are incredibly important to queer youth.

Discrete Access to Information

Another benefit of the internet for queer youth is inconspicuous access to information. A participant interviewed by Greensmith & King noted the importance of the internet for transgender people, by having access to information on how to safely bind and how to do makeup, especially since this information can be difficult or even dangerous to access in conservative spaces (2020, p. 191-192). The need to seek community and information online can be heightened by those who live rurally or have a lack of access to in-person communities (Sherry, 2004, as referenced by Miller, 2017, p. 509-510). Through online communities, queer youth can exist “in spaces [they] were unable to be in before, collapsing geographic distance to be ‘with’ other people” (Tompkins, 2011, as quoted by Miller, 2017, p. 520). Spaces such as Reddit, which provide a level of anonymity, allow queer youth to access information, have discussions, and create community, with limited fear of unwanted exposure (Triggs et al., 2019, as referenced by Greensmith & King, 2020, p. 192). An unnamed queer Australian website, created to facilitate conversations as well as drug and alcohol-free events, was accessed by 65 000 internet users in 2010, with 87% residing locally, and 90% being under the age of 24 (Hanckel & Morris, 2014, p. 875), indicating a clear demand for spaces specifically catering to the needs of queer youth. Through the internet, queer youth have access to a wealth of information that allows them to safely explore their identity, through information shared by others in their community.

Online Community

Building community is an act that many queer youths would not be able to do safely in their geographically local communities (Hiller et al. 2010, as referenced by Hanckel & Morris, 2014, p. 872).

For queer young people, when they realise they have, or might have a queer identity, there is a strong possibility of isolation due to the structures and institutions around them positioning their queer identity and attractions against a prevailing norm of heterosexuality

(Hanckel & Morris, 2014, p. 874).

Students interviewed by Miller in 2017 found freedom in online spaces, as it seemed unfathomable that there could be a physical community that embraced queerness in the way they experienced in their online community (p. 520). As Taylor et al discuss, “the Internet can offer safe spaces particularly for people of counter-normative sexualities to construct an identity, forge connections and articulate voices otherwise subjugated in some offline spaces.” (2014, p. 1139). Having a supportive environment, whether that be online or in geographically located communities, is imperative to the well-being of young people. Queer youth in unsupportive environments are at a 20% higher risk of attempted suicide than queer youth in supportive environments (Hatzenbuehler, 2011, as referenced by Higa et al., 2012, p. 665). By engaging in online platforms, queer youth create spaces for themselves, their identities, and their experiences (Greensmith & King, 2020, p. 185).

Conclusion

Queer youth are an at-risk population, whose risk of harm can be reduced in the creation and maintenance of a strong community. Due to restrictions limiting their access to geographically located communities, namely the risk of alienation, homophobia, harassment, bullying, and overt violence, online communities are essential in helping queer youth thrive. Online communities provide access to peers who are similar to queer young people, which is often impossible in their local communities, especially when living rurally. Through accessing and contributing to these online communities, facilitated by networked publics, queer youth can engage with representations of queerness that are not adequately depicted in mainstream media. Using online forms of entertainment, including video games, they are able to safely experiment with different forms of gender and sexual identity through in-game interactions and usage of gender-diverse avatars.  In participating in these online spaces, queer youth are able to create a fulfilling sense of identity, challenging negative or limited stereotypes associated with the dominant ideology and media representations. They are able to take control of their own narratives, using online platforms to practice skills which are applicable to the ‘real’ world, and create space in potentially harmful situations, such as ‘coming out’. Finally, they are able to access a wide range of resources related to their identities, allowing them to safely access gender-affirming practices such as binding, when such resources can be difficult to obtain elsewhere safely, if at all. Online queer communities provide a wealth of benefits for queer youth, increasing their quality of life, and potentially reducing their vulnerability to risks associated with possessing a marginalised identity.

References

Greensmith, C. & King, B. (2020). “Queer as hell media”: Affirming LGBTQ+ youth identity and building community in Metro Atlanta, Georgia. Journal of LGBT Youth, 19(2), 180-197. https://doi.org/10.1080/19361653.2020.1829524

Hanckel, B. & Morris, A. (2014). Finding community and contesting heteronormativity: Queer young people’s engagement in an Australian online community. Journal of Youth Studies, 17(7), 872-886. https://doi.org/10.1080/13676261.2013.878792

Higa, D., Hoppe, M. J., Lindhorst, T., Mincer, S., Beadnell, B., Morrison, D. M., Wells, E. A., Todd, A., & Mountz, S. (2012). Negative and positive factors associated with the well-being of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth. Youth & Society, 46(5), 663-687. https://doi.org/10.1177/0044118X12449630

Lytle, M. C., Silenzio, V. M. B., Homan, C. M., Schneider, P., & Caine, E. D. (2018). Suicidal and help-seeking behaviours among youth in an online lesbian, gay, bisexual, transgender, queer, and questioning social network. Journal of Homosexuality, 65(13), 1916-1933. https://doi.org/10.1080/00918369.2017.1391552

McInroy, L. B., Zapic, I., & Beer, O. W. J. (2021). Online fandom communities as networked counterpublics: LGBT+ youths’ perceptions of representation and community climate. Convergence: The International Journal of Research into New Media Technologies, 0(0), 1-19. https://doi.org/10.1177/13548565211032377

Miller, R. A. (2017). “My voice is definitely strongest in online communities”: Students using social media for queer and disability identity-making. Journal of Student Development, 58(4), 509-525. https://doi.org/10.1353/csd.2017.0040

Taylor, Y., Falconer, E., & Snowdon, R. (2014). Queer youth, Facebook and faith: Facebook methodologies and online identities. new media and society, 16(7), 1138-1153. https://doi.org/10.1177/1461444814544000