Bullying in school represents an interpersonal conflict oppressive mode that rattles not only a student’s being but also the body. When it comes to LGBT teenage students, bullying might appear as idiosyncratic tendencies, the emotional consequences of such a bullied student stress gender inequality. LGBT adolescent bullying in schools results in heightened experiences based on severe adverse outcomes attributed to poor mental health and low academic-oriented success.
Allen, K. (2014). Addressing the issue: Bullying and LGBTQ youth. Journal of Youth Development, 9, 3, 40-46.
Several thousand students are victims of bullying, and worse, almost three-quarters of these victims are students with LGBT orientation. Among these youths, experiencing is elevated compared to students who have the normal sexual orientation. While majorities of the child-serving institutions are involved in addressing bullying in learning institutions, there still exists information deficiency in the way LGBT youth is to be addressed. It, therefore, becomes the responsibility of such youth organizations to develop secure and inclusive environments for every youth, specifically LGBT youths. The importance of this source to the research is associated with the significant role that youth organizations have to play towards minimizing bullying among LGBT students.
Berry, K. (2018) LGBT bullying in school: A troubling relational story. Communication Education, 67:4, 502-513. Web.
Bullying in learning institutions is an interpersonal conflict oppressive mode whose effects manifest both in the physical and mental being of the victim. With bullying being a troubling issue, its effects are felt mainly by students with LGBT orientation. The author uses personal narrative and autoethnography to examine bullying and identity based on constituted identity, bullying performances, reconstitution, relationships, and interactions. The article aims to provide a different perspective through which bullying is perceived, particularly among LGBT students. The importance of this article contributes to the research by giving personal encounters on how bullying affects LGBT students.
Ferber, A. L., Holcomb, K., & Wentling, T. (2017). Sex, gender, and sexuality: The new basics: An anthology. Oxford University Press.
When it first appeared, the issue of gender identity disorder became a social stigma. Among the problems associated with gender identity disorder was that LGBT was handicapped, had shortcomings or failings. Anyone that fails to conform to the pathological construction of gender was and is still made to become obsessed. Gender-based discrimination and violence have been known to have chilling effects on LGBT people. In youths, discrimination and prejudice worsen significantly since the perpetrators range from the school’s administrators to teachers to fellow students. The relevance of this article to the research is that it provides a profound understanding of how an LGBT student’s surrounding is influenced by what has been coined as pathological construction of gender.
Rosen, N. L., Nofziger, S., & SpringerLink. (2018). Boys, bullying, and gender roles: How hegemonic masculinity shapes bullying behavior. (Gender issues.)
In their adolescent stages, youths become the agents of gender socialization. In an environment where bullying exists, children become the perpetrators of the violent crimes involved. From studies, the level of bullying among girls is lower than that of boys, built from the notion that bullying reinforces masculinity. A majority of bullying encounters are grounded on the social construction of masculinity, specifically among adolescents. With the lens of hegemonic masculinity, through which the interpretation of bullying is perceived, violence normalization, acceptance, intimidation, physical dominance, and heterosexuality determine how gender interactions intertwine with social locations. The information, therefore, contributes to the research in that it provides insight into how gender inequalities and adolescents perpetuate bullying.