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COMMUNICATION STUDIES iA ON LGBTQI

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Erica Dacas 1605170043
1
Communication Studies
Name of Candidate: Erica Dacas
Topic: Discrimination against Lesbians, Gays...
Erica Dacas 1605170043
2
Table of Contents
Title Page no.
Acknowledgements 3
Introduction 4-5
Preface 6-7
Reflective Piece...
Erica Dacas 1605170043
3
Acknowledgements
First and foremost I would like to thank God for granting me the strength and kn...
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COMMUNICATION STUDIES iA ON LGBTQI

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THIS IS MY ASSESSMENT ON LGBTQI DISCRIMINATION WITHIN THE COUNTRY I RESIDE. THIS IS MY COMMUNICATION IA AND I HOPE IT HELPS OR GIVES GUIDANCE TO YOU ON YOURS.

ANY NEED FOR HELP OR IF YOU WISH TO SEE THE SOFT COPY OF MY SPEECH YOU MAY EMAIL ME AT- erica5dacas@gmail.com

THIS IS MY ASSESSMENT ON LGBTQI DISCRIMINATION WITHIN THE COUNTRY I RESIDE. THIS IS MY COMMUNICATION IA AND I HOPE IT HELPS OR GIVES GUIDANCE TO YOU ON YOURS.

ANY NEED FOR HELP OR IF YOU WISH TO SEE THE SOFT COPY OF MY SPEECH YOU MAY EMAIL ME AT- erica5dacas@gmail.com

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COMMUNICATION STUDIES iA ON LGBTQI

  1. 1. Erica Dacas 1605170043 1 Communication Studies Name of Candidate: Erica Dacas Topic: Discrimination against Lesbians, Gays, Bisexual, Transgender and Queer teenagers in the society of Trinidad and Tobago Name of School: The Goodwood Secondary School Name of Teacher: Mrs. Kimarie Richardson-Thomas Territory: Trinidad and Tobago Candidate Number: 1605170027 Centre Number 160517 Year of Examination: 2018
  2. 2. Erica Dacas 1605170043 2 Table of Contents Title Page no. Acknowledgements 3 Introduction 4-5 Preface 6-7 Reflective Piece 8-10 Language Analysis 11-12 Conclusion 13 Bibliography 14 Appendices 15-18
  3. 3. Erica Dacas 1605170043 3 Acknowledgements First and foremost I would like to thank God for granting me the strength and knowledge to successfully complete this assignment. I would like to express gratitude to my Communication Studies teacher and also my tutors in guiding me throughout the process of this project. To my parents, who ensured that I had the necessary resources for this portfolio to be a success, a special thank you to you both and also my friends and family who motivated me and helped me in meeting the necessary requirements for this project. I thank you all.
  4. 4. Erica Dacas 1605170043 4 Introduction As a Jamaican citizen, I would have had firsthand experience with issues of homophobia from within my country, which served as the inspiration for this study on LGBTQ (lesbians, gays, bisexuals transgender and queer) teenagers. This, in turn, led to the topic of “Discrimination against LGBT teenagers in the society of Trinidad and Tobago.” According to the Advanced English Dictionary the term “discrimination” is referred to as “the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex”. LGBTQ (Lesbians, Gays, Bisexual, Transgender and Queer) is described as anyone who is non-heterosexual or non-cisgender, instead of exclusively to people who are lesbian, gay, bisexual, queer or transgender. The topic being investigated is linked to several sociological aspects which are of particular interest to me given my future goal of becoming an LGBTQ advocate or social worker. The topic being investigated is closely linked to Sociology. As an A ‘level sociology student, this topic can further my understanding as well as, allow me to explore learnt concepts pertaining to the research topic such as; family types, social exclusion and discrimination. Additionally, as an aspiring social worker, I will have to play an advocative role to many clients; especially those that are vulnerable and discriminated against. I believe this topic will prompt self-reflection and re-evaluation of personal values and views I may have on the issue, which can affect how I respond and treat with clients that may have unconventional sexual orientations. This portfolio consists of an original piece in the form of a story, written in prose and in third person. The analysis on the reflective piece “Finally Accepted” is done on the basis of
  5. 5. Erica Dacas 1605170043 5 language registers and dialect variation. The preface has an intended audience which gives reasons why they were selected.
  6. 6. Erica Dacas 1605170043 6 Preface This reflective piece is entitled “Finally Accepted.” It is presented in the form of a narrative story because the researcher felt it is the best way to convey the message of discrimination against LGBTQ teenagers to the intended audience. The researcher’s objective was to highlight certain essential key points to its audience. Firstly, the story was used to encourage teenagers who are faced with discrimination. Secondly, it highlights certain ways teenagers are discriminated. Lastly, it gives different perspectives on the LGBTQ community. The story is about a teenage boy (John) who faced discrimination because of his sexual orientation. It reflects the challenges faced by an LGBTQ adolescent in society. The story reaches its climax when John gets discriminated against by his peers, civil society and his father who kicked him out of his home. Shortly after a resolution was proposed where John found solace in his current environment. The researcher’s objective was to highlight certain essential key points to its audience. Firstly, the story was used to encourage teenagers who are faced with discrimination. Secondly, it highlights certain ways teenagers are discriminated. Lastly, it gives different perspectives on the LGBT community. The researcher’s target audience will be students, parents, family and the general public. The reflective piece “Finally Accepted” is anticipated to be presented at a school verbally in assembly and reenacted at various community conferences held throughout the remaining of the year. The piece is expected to be entertaining as well as informative to its target audience.
  7. 7. Erica Dacas 1605170043 7 The piece is centered around both a school and ‘at home setting’. The piece begins with a drop off at the school yard. As the piece continues the setting is maintained at school, but changes from outdoor to indoor. Mid way the main character John arrives home where he discloses information to his father. The story then went to an “on the streets setting” that ended up at a bus terminal where the scene progressed to a homeless shelter for LGBTQ’s.
  8. 8. Erica Dacas 1605170043 8 Finally Accepted John’s mother dropped him off to school as she normally does. As John closes the car door, his mother said “John don’t forget you have football practice this evening, you must be on top of your game, your dad was very disappointed last time” John exclaims “mummy me en wanna go, “His mother interjects “John speak properly, I did not understand anything you just said”. John replied “mom I want to take dance classes.” John’s mother sped off at once. “See the bulla man dey Mark!” Dwight shouted pointing on John as he strolled by It was all over the school now, people stared wherever John went, their eyes pierced through his skin as though they were seeing his broken soul. ”How could this happen to me?!” John thought to himself He slowly strolled to his class, pulled out his diary and started writing. *How it all Started* “In the ninth grade I noticed that I’ve never had a crush on a girl but always admired how the boys around me looked. I did my best to mask my true feelings but that was until I met him. While doing a science project with Jake, the lights went and we stumbled into each other. He held me and kissed me, not knowing how I would react. But little did he know I was attracted to boys. Within a month we officially started dating and tried keeping it a secret. Jake eventually got tired of being a secret. He told all of my
  9. 9. Erica Dacas 1605170043 9 classmates we were dating. Now here I am thinking to myself how he could tell them! I trusted him! but he betrayed me and made me a mockery in school. I hate him!” Just then, the bell rang to start classes John swiftly closed his book as his classmates took their seats. He began to wonder what his father would do if he ever found out. But he knew his father would not approve of his sexual orientation, especially knowing his father was on the church board. John knew it was best for his father to hear it from him rather than the grapevine. ****** John went home and stood at his father’s door frame for what felt like an eternity. He slowly entered the room where his father was. He cleared his throat to make his presence known. “Daddy?” he uttered in a low pitch. His father replied “John how you meet home so early bwoy, yuh don’t have football practice? Everything normal?” John then responded with a gloomy face “yh but I ha something to tell yuh buh you ent go like it eh” his father then answered “Wah dat? John began to pour his heart out to his father while he watched the endless line of tears fall from his father’s eyes. John’s father then stood up and screamed “Mi never raise you so! Luk shame and disgrace! Is best yuh move yuh frame from infront ah mi eh! And ah doh wa see yuh ever again!” John stormed out of the room pouring in tears, after packing his things, he left without knowing where his next meal would come from or even where he would sleep that night. *******
  10. 10. Erica Dacas 1605170043 10 He timidly walked the streets with his head down, because by then the entire neighborhood had known. While walking on his endless journey people would utter phrases like, “ I hate gays,” “Look at that bulla,” “ I cyah stand the sight a dah battyboy dey!” John was both very angry and sad, he burst out into tears once again, but kept on journeying. Then bang! A sound so frighteningly resounding that even the birds nearby flew away in much fright. Someone threw a stone at him that hit his arm. He screamed when he felt the impact on his arm. No one seemed bothered by the scene as they laughed and ridiculed him. By then it was already night, so he found a bench by the bus terminal which he made his resting place for the night. ****** Before the break of dawn John started walking for hours. After hours of walking again he came across a building which was an LGBTQI shelter for the homeless. “Should I really go?” he thought to himself. A few minutes later he briskly walked across the street and entered the building. Mr. Peters, the owner of the shelter gave John a background of the facility where he asked if he would be willing to join the facility and he agreed. He then gave him a warm welcome to the facility where he was given a tour and met other teenagers like himself. He was so shocked but happy to see how welcoming they were to him. At the top of his voice he then screamed, “I’m Finally Accepted!”
  11. 11. Erica Dacas 1605170043 11 Analysis The narrative piece “Finally Accepted” illustrates how LGBT youths have been faced with discrimination and the issues and challenges surrounding it. The writer employed a combination of Language registers, attitudes to language, communicative behavior and dialect variation. However, only two aspects will be analyzed. These include Dialect Variation and language registers. According to Rochford (2011) stated that dialect variation is a language that exists when two or more different languages or dialects merge into the other(s) without at definable boundary. There were different examples of dialect variation portrayed in this reflective piece. The Acrolect form of creole continuum which is Standard English was the most prevalent form throughout the reflective piece. This is clearly seen in the scene where John started writing in his diary; he said “In the ninth grade I noticed that I’ve never had a crush on a girl but always admired how the boys around me looked.” Within lines 12 to 13 of the reflective piece. The author chose to write with this form because of their target audience which not only included teenagers but also adults. Addressing these individuals within the settings that were also chosen to showcase this piece. Standard English was seen as the most appropriate language variation to use. The Mesolect (creole moving from raw form that’s closer to Standard English) Continuum could be found as well. This line was within the conversation of John and her his father. This is used as a means to express the conflicting, yet necessary information the speaker is about to tell his father and how is father would feel and how the speaker is presently feeling about at the when he said, which stated “…Have something to tell you and you ent go like it all boi...” The Basilect Continuum which is the raw version of creole was clearly portrayed
  12. 12. Erica Dacas 1605170043 12 in lines 34 to 35 to convey the seriousness of the conversation and how passionate the speaker is about the issue at hand and the relationship he has with his child, when he said, “…and ah doh wa see yuh ever again!” The language registers is the kind of language that is appropriate to a particular situation or context as stated by Rochford (2011). Registers refer to the levels of formality or informality and the tones that are correct for a specific context. The Formal or Academic Register, Consultative Register, Casual or Informal Register and also Intimate Registers were used throughout the narrative piece. The formal and consultative registers were was seen where John and Mr. Peters (the owner of the LGBT center) had a conversation about Heather being a member of the facility. This is seen as a consultative register because feedback was required from both parties that inquired the different types of information from each other. The casual of informal register is portrayed between lines 27 and 33 which was the conversation between John and his mother to highlight the closeness of the two speakers and the level of comfort they have with each other. The intimate register which is the language of two lovers, oneself and persons who are close is seen in the scene of Heather writing in her diary while talking to herself.
  13. 13. Erica Dacas 1605170043 13 Conclusion In conclusion, this assortment of “Discrimination against lesbians’ gays’ bisexuals’ transgender and queer teenagers within Trinidad and Tobago” entails a reflective piece entitled “Finally Accepted” which was a narrative that showed the issues and challenges faced by the LGBT community within Trinidad and Tobago in various social settings. I used two main elements which were dialect variation and language registers to bring across the underlying causes and effect with the topic being studied. These methods were seen as effective as they had appealed to the target audience to get the topic being investigated across However, the story’s resolution took a turn for the better where the main character Heather which was a LGBT teen got the opportunity to feel a sense of belongingness and happiness after her challenges. Alongside this research I included my oral presentation that I elaborated on critical issues such as the causes, effects, legislations and regulations in relation to LGBTQ discrimination. . Both primary and secondary sources are used to gather the relevant information that was necessary for the portfolio. This portfolio has helped me to gain a wealth of knowledge and it is anticipated that the readers may not only find it entertaining but also informative
  14. 14. Erica Dacas 1605170043 14 Bibliography Ammon, R. (n.d.). Gay Life in Trinidad and Tobago . Retrieved from Global Gayz: https://www.globalgayz.com/gay-life-in-trinidad-tobago/ Herman,Hesse (2011, January31) CAPE-CommunicationStudiesBlog.Language (Dialectal) Variation. http://cape-commstudies.blogspot.com/2011/01/language-dialectal-variation.html Jocelyn-Blackman, G. (n.d.). How are LGBT youths affected by discrimination and what can schools do to help . Retrieved from York College : https://www.york.cuny.edu/academics/writing-program/the-york-scholar-1/volume-5- fall-2008/how-are-lesbian-gay-bisexual-and-transgender-lgbt-youths-affected-by- discrimination McDermott,H (n.d) Cape CommunicationStudies http://cape-commstudies.blogspot.com/2011/02/language-registers.html Molnar, B. (2009, February 24). Emotional Distress Among LGBT Youth: The Influence of Percieved Discrimination Based on Sexual Orientation. Retrieved from Springer Link : https://link.springer.com/article/10.1007/s10964-009-9397-9 ROCHFORD, E. D. (2008,2011). COMMUNICATION STUDIES. In E. D. ROCHFORD, Preparing students for CAPE (pp. 163-178). United States of America: iUniverse. Retrieved from www.iuniverse.com
  15. 15. Erica Dacas 1605170043 15 Appendices How Are LGBT Youths Affected by Discrimination and What Can Schools Do to Help? Author- Gaell Jocelyn-Blackman (nd) Web Page- York College Web Address- https://www.york.cuny.edu/academics/writing-program/the-york-scholar- 1/volume-5-fall-2008/how-are-lesbian-gay-bisexual-and-transgender-lgbt-youths-affected-by- discrimination-and LGBT youths endure hostile verbal and physical harassment that can be excruciating for them (Human Rights Watch, 2001, p. 35). Human Rights Watch (2001) also states that although the youths that were interviewed emphasized their fear of physical and sexual assault, being called words like “faggot,” “queer,” or “dyke,” daily is still destructive (p.35). One young gay youth who had dropped out of an honors program angrily protested, “just because I am gay doesn’t mean I am stupid,” as he told of hearing “that’s so gay” meaning “that’s so stupid,” not just from other students but from teachers in his school. (Human Rights Watch, 2001, p. 35) Over 25% of LGBT youths are high school drop outs because of the discrimination they are faced with in the school atmosphere (“Today’s Gay Youth,” n.d.). The article also states the LGBT youths have a greater risk of academic failure than heterosexual students. Furthermore
  16. 16. Erica Dacas 1605170043 16 they don’t get involved much in student activities and have very little dedication to the school’s agendas because school isn’t a safe, healthy, or productive learning environment. Therefore, LGBT youths make an attempt to live, work, and learn with continuous fear of physical assault at school (“Today’s Gay Youth,” n.d.). Laws intolerant of LGBT community Retrieved – The Trinidad and Tobago Guardian Published-November 9, 2015 Website Address- http://www.guardian.co.tt/news/2015-11-09/laws-intolerant-lgbt-community Misconception regarding homosexuality A common misconception is that a person’s status as a homosexual is against the law. However, there is no law that deems homosexuality illegal. There are, however, laws that deem buggery an act often associated with homosexuality illegal. Anti-Sodomy Laws Section 13 (2) of the Sexual Offences Act Chap. 11:28 defines buggery as sexual intercourse per anum by a male person with a male person or by a male person with a female person. Section 13 (1) makes buggery an offence and makes any person who is found guilty of buggery liable on conviction to imprisonment— • if committed by an adult on a minor, for life; • if committed by an adult on another adult, for 25 years; and • if committed by a minor, for five years.
  17. 17. Erica Dacas 1605170043 17 In addition, there are also laws that restrict homosexual couples’ ability to get married in Trinidad and Tobago. Laws governing marriage are limited to heterosexual marriage (male and female) While the Marriage Act Chap. 45:01 does not expressly specify that parties to a marriage must be male and female, Section 13 (1) (c) of the Matrimonial Proceedings and Property Act Chap. 45:51 provides that a marriage shall be void on the ground that the parties are not respectively male and female. What does this mean for same-sex couples? This has an impact on the everyday lives of same-sex couples who wish to be married but are prevented from doing so by law. Unmarried same sex partners have: • a lack of rights to inherit property from their partner unless a will is written; • a lack of economic benefits which spouses are entitled to by virtue of their marriage; and • a lack of next of kin rights since a partner in the relationship is not given the status of wife or husband who is able to make important legal decisions on the other’s behalf (for example when one partner is incapacitated). Immigration Physical abuse against LGBT youths usually occurs due to disregarded harassment (Human Rights Watch, 2001, p. 42). Human Rights Watch (2001) says that the number of physical assaults that were reported by interviewed LGBT youths had an enormous psychological impact on them, mainly because the physical abuse followed constant verbal and non-physical harassment that was overlooked by school officials (p. 42).
  18. 18. Erica Dacas 1605170043 18

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