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WORDS THAT WOUND: LGBTQ PLAYWRIGHTS RESPOND TO BULLYING AND TEEN SUICIDE By KEVIN CHRISTOPHER CROWE B.A., Stony Brook University, 1998 M.F.A., Humboldt State University, 2003 M.S., Portland State University, 2010 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment Of the requirement for the degree of Doctor of Philosophy Department of Theatre & Dance 2017 This thesis entitled: Words That Wound: LGBTQ Playwrights Respond to Bullying and Teen Suicide Written by Kevin Cristopher Crowe has been approved for the Department of Theatre & Dance ______________________________________________________ Dr. Beth Osnes (Committee Chair) ______________________________________________________ Dr. Bud Coleman ______________________________________________________ Dr. Amanda Giguere ______________________________________________________ Dr. Lynn Nichols ______________________________________________________ Dr. Cecilia Pang Date: __________________ The final copy of this thesis has been examined by the signatories, and we find that both the content and the forms meet acceptable presentation standards of scholarly work in the above-mentioned discipline. iii Abstract Kevin Cristopher Crowe (Ph.D.; Theatre) Words That Wound: LGBTQ Playwrights Respond to Bullying and Teen Suicide Thesis directed by Associate Professor Beth Osnes This research looks at how playwrights within a specific and unique community use theatre to address challenges faced by that community to bring about positive change. Specifically, this investigation focuses on the American LGBTQ community, who have historically demonstrated a high level of success in using theatre to bring public awareness to specific issues, such as homophobia and AIDS, and how playwrights within that community are currently dealing with the ongoing crisis of teen suicide and bullying, particularly in light of a string of LGBTQ bullying-related suicides in September 2010. It asks the questions: is bullying becoming a common theme in the post-AIDS era of gay theatre-making? What approaches and techniques are being used by these playwrights in their attempt to affect change? And finally, do these approaches reflect knowledge gained from the work of previous gay and lesbian playwrights in the Identity plays and the AIDS plays? Three core chapters will analyze and contextualize the approaches taken in six plays that focus on the physical, verbal, and psychological intimidation of children and adolescents written by LGBTQ-identified American playwrights in the period of 2010 - 2015. The approaches will then be examined in relation to current national initiatives being taken to reduce peer- victimization and violence in schools. Interviews with four of the playwrights will add insight into the personal, political, or social motivation for writing the work and the intended outcome. For the all young ones who will never grow old, Who ended their tale when the world grew too cold. v Acknowledgements I am deeply grateful to the playwrights who have given so freely of their time and were so willing to share their thoughts, hopes, and inspirations: Brian Guehring, A. Rey Pamatmat, Michael Perlman, and Christopher Shinn. This investigation would not have been possible without the tremendous support and guidance of my dissertation committee, and I am truly appreciative of their time, their wisdom and their encouragement: Beth Osnes, who believed in the importance of this research and inspired me with her passion and conviction to press forward; Bud Coleman, one of the wisest humans on the planet and a truly dedicated mentor; Cecilia Pang, whose brilliance helped shape this work and kept its focus; Amanda Giguere, who provided such wonderful insight and encouragement; and Lynn Nichols, whose gentle reassurance helped this idea to blossom. I am deeply beholden to H. Daniel Harkins for his time and skill; to Bruce Bergner, for his passion and vision; and to Amma Y. Ghartey-Tagoe Kootin, whose wise and wonderful words helped sharpen this research and create a sense of joy about the work. Lastly, I wish to thank my mother, Patricia Crowe, for the lifetime of encouragement and support she has provided me – I am truly lucky to be her son. vi Table of Contents Chapter One: Historical Context, Theoretical Framework, and Literature Review .............1 Historical Context .....................................................................................................3 Theoretical Framework ......................................................................................... 37 Additional Review of Literature ............................................................................ 54 Chapter Two: Methodology and Terminology.................................................................. 58 Methodology ......................................................................................................... 58 Terminology .......................................................................................................... 73 Chapter Three: The Connection Plays............................................................................... 83 The Misfits, by Brian Guehring, adapted from the novel by James Howe ........... 85 fml: How Carson McCullers Saved My Life, by Sarah Gubbins ........................... 103 Comparison with Federal Initiatives on Bullying ................................................ 113 Tackling the Relevant Issues in Depth: Gender and Bullying.............................. 119 Tackling the Relevant Issues in Depth: GLSEN’s “No Name-Calling Week” ....... 121 Chapter Four: The Exploration Plays............................................................................... 123 Choir Boy, by Tarell Alvin McCraney ................................................................... 124 Teddy Ferrara, by Christopher Shinn .................................................................. 136 Comparison with Federal Initiatives on Bullying ................................................ 146 Tackling the Relevant Issues in Depth: Race and LGBTQ Bullying ...................... 149 Tackling the Relevant Issues in Depth: Tyler Clementi and Empathy ................ 152 Chapter Five: The Reflection Plays.................................................................................. 155 after all the terrible things I do, by A. Rey Pamatmat ........................................ 156 From White Plains, by Michael Perlman, et al .................................................... 166 Comparison with Federal Initiatives on Bullying ................................................ 174 Tackling the Relevant Issues in Depth: Cyberbullying and Technology .............. 177 Chapter Six: Conclusion .................................................................................................. 182 The Playwrights Respond: LGBTQ Identity and Playwriting ............................... 186 The Playwrights Respond: Bullying and Teen Suicide......................................... 194 Concluding Thoughts: The Impact of Tyler Clementi.......................................... 202 Concluding Thoughts: The Gender Binary and Difference ................................. 204 Concluding Thoughts: Is Bullying Becoming a Common Theme in the Post-AIDS Era of Gay and Lesbian Theatre Making? ........................................................... 206 Chapter One Historical Context, Theoretical Framework, and Literature Review A recent study by the Human Rights Watch indicated that LGBTQ youth are three times as likely as their heterosexual peers to have been assaulted or involved in at least one physical fight in school, are three times as likely to have been threatened or injured with a weapon at school, and are nearly four times as likely to have skipped school because they felt unsafe (qtd. in Swearer et al. 161). While bullying behavior tends to decrease as children progress through school, this disparity does not (Seaman). Pilkington and D’Augelli (1995) surveyed 350 lesbian, gay, or bisexual youths aged 21 and younger about their experiences of direct victimization, as well as knowledge of other LGBTQ youths' victimization during high school. Over half reported verbal abuse in high school because of their sexual orientation, and 11% said they had been physically assaulted. Youths who were more open in high school about their sexual orientation and who had a history of more gender atypical behavior were victimized more often (Pilkington and D’Augelli 34). Studies indicate that victims of bullying experience long-term adverse consequences on their physical and mental health, and that these health risks increase in direct proportion to the number of bullying incidents they experience (Bakalar; Copeland, Wolke, Lereya, et al.). In addition, a study conducted by Russell and Joyner, published in American Journal of Public Health, concluded that: There is a strong link between adolescent sexual orientation and suicidal thoughts and behaviors. The strong effect of sexual orientation on suicidal thoughts is mediated by critical youth suicide risk factors, including depression, hopelessness, alcohol abuse, recent suicide attempts by a peer or a family member, and experiences of victimization. (Russell and Joyner) 2 This is a dilemma for the LGBTQ community. LGBTQ youth are being bullied, and as a result their physical and mental health is being affected, they are dropping out of school, and they are demonstrating increased rates of suicidality. In recent

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