Analyzing the Impact of LGBTQ Lifestyles amongst School-Aged Youth in America

Analyzing the Impact of LGBTQ Lifestyles amongst School-Aged Youth in America

Erica Hutton (Trine University, USA)
DOI: 10.4018/978-1-4666-9935-9.ch007
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Abstract

The following chapter addresses the various dynamics associated to the alternative belief systems and lifestyles of juveniles in grades K-12. Youth that embrace an alternative lifestyle populate our public school systems more than ever. Applicable dynamics assessed in this chapter include: (a) school-age related violence (Elementary-High School), (b) youth bullied due to LGBTQ lifestyle of parents, (c) statistical assessment of violence regarding suicidality of LGBT teenagers, (d) teachers that participate in bully behaviors against LGBTQ youth within the public school system, (e) theoretical associations that may be employed to explicate the motivations of violent/adverse behaviors towards youth that are involved in alternative belief systems and lifestyles, (f) exploring the national intervention programs and in-school guidance counselor availability for youth, parents, and families alike.
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Theoretical Conceptualizations

Social Learning Theory is a grounded theory, dating back over thirty years with Edwin Sutherland’s Differential Association Theory exploring of the importance of operant conditioning factors that directly pertained to associative learning. The Theory of Violentization is an innovative criminological theory that has only subsisted within the last 12 years in the field. The goal is to examine how these theories apply to abrasive and aggressive behaviors that take place within the public school systems throughout the United States. The purpose of assessing criminological theory pertains to reasons regarding motive, deterrence, conditioning, and behavior modifications alike.

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