MALES’ SEXUAL PREFERENCE: RELATIONSHIPS WITH PEERS
When a boy enters school, he is thought to move from a situation of more or less unconditional acceptance within the family (an “ascribed” status) to one in which he must earn others’ approval (an “achieved” status). The primacy of secure family relationships is gradually replaced by a world of school and neighborhood peers, of gangs and cliques, of other children who judge him by often relentless standards.
Relationships outside the family have been viewed as providing boys with many developmental opportunities: to become increasingly independent of their parents, to modify their parents’ moral values, to solidify their gender identity through new identifications with other males, to develop self-confidence through rewarding friendships, and to move from close relationships with other boys to similar ones with girls. According to this view, the typical developmental sequence for heterosexual males includes involvement with buddies in a male subculture. During grade school, boys reinforce one another’s growing autonomy, physical daring, athletic prowess, disdain for females, and other “masculine” behaviors. In adolescence, they often reward each other for heterosexual exploits and may even make such adventures an important criterion for acceptance.
Certain opposite circumstances, it has been hypothesized, contribute to the development of homosexuality among males. According to this view, during the grade-school years prehomosexual boys, especially if they are not conventionally “masculine,” are less likely to be involved with other boys and more likely to limit their social contacts to girls. Such social isolation from peers and involvement with girls is thought to generate a sense of estrangement from other boys and to reinforce a boy’s uncertainty about his masculinity. This view considers male homosexuality an attempt to make contact with other males so as to feel less estranged from them.
A somewhat different model also relates homosexual development to isolation from male peers during adolescence. It emphasizes the extent to which, association with other boys enhances learning about, interest in, and reinforcement for heterosexual sex. Hearing his buddies talk about their sexual experiences may encourage a boy to have some of his own, and he may feel rewarded or acclaimed when he recounts them. Thus, a teenage boy who lacks this kind of preparation and reinforcement may develop little sexual interest in girls.
A number of empirical investigations have supported the notion that the peer relationships of prehomosexual boys differ from those of their heterosexual counterparts. Several studies have reported that prehomosexual boys are more likely to have been loners and to have been rejected by other boys. Another study found that during childhood, prehomosexual boys were more likely than prehetero-sexual boys to have spent most of their time with girls and less likely to have had any male buddies. Finally, psychiatrists have described their homosexual male patients as more likely than their heterosexual male patients to have been social isolates during childhood and adolescence, to have played mostly with girls, to have avoided competitive group games, and to have been clinging children, afraid to venture out beyond the safety of their households.
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