Attitudes toward School Violence against LGBTQIA+. A Qualitative Study

School climate is one of the main concerns in terms of research and intervention worldwide. Although it can be directed toward any student, some groups seem to be more vulnerable, as is the case of the LGBTQIA+ (lesbian, gay, bisexual, transgender, queer and intersex +) students, among others. Attitudes toward violence are a construct of particular importance for action plans focused on improving school coexistence. The aim of this study is to examine attitudes toward school violence against LGBTQIA+ students and their relationship with violent behaviors. For this purpose, 96 Spanish students of Spanish elementary education (PE) and compulsory secondary education (CSE) participated in this qualitative study through focus groups for its subsequent thematic analysis. The results identify four types of attitudes toward violence, such as the use of violence as a form of fun, to feel better, when it is perceived as legitimate, and as a way of relating to the LGBTQIA+ community. In addition, a greater number of negative attitudes and violent behaviors toward homosexual boys and transgender minors are observed.

Ambivalent sexism and violence toward women: A meta-analysis

We analyzed 498 effect sizes about the relationship between ambivalent sexism and attitudes toward male-to-female violence, and 133 effect sizes about the relationship between ambivalent sexism and violent behavior. The results showed that hostile sexism is more strongly associated with both attitudes toward violence (r = .517) and violent behavior (r = .250) than benevolent sexism is (r = .328 and r = .049, respectively). The type of violence and the target of violence are the significant moderators for hostile sexism: the smallest effect size was observed for attitudes toward physical violence and the weaker correlation between hostile sexism and violent behavior was where an intimate partner was involved. Our findings revealed that gender and sample type were not significant moderators while the higher the level of equality in the country where the study was conducted, the higher the correlation between benevolent sexism and attitudes toward violence.

An Investigation of the Democratic Values, Problem-Solving Skills, and Attitude Levels toward Violence of Secondary School Students

The main objective of this study is to examine the possible relationship between democratic values, problem-solving skills, and attitudes toward violence. In addition, it studies whether democratic values, problem solving skills and the tendency of attitudes toward violence differ according to different variables. Descriptive model was used in the research. The study group of the study consisted of a total of 326 students, 172 female and 154 male selected by appropriate sampling from three middle schools in Konya. It was used Basic Democratic Values Questionnaire, Problem Solving Inventory for Children, and the Adolescents' Attitudes Toward the Violence in the study. While the data were analyzing, t test, ANOVA test, Pearson Moment Product Correlation analysis and simple linear regression analysis were used. When the data obtained from the research were examined, there was a significant difference in the level of attitudes toward violence according to the gender variables. There was a significant difference in problem solving skills and attitudes toward violence according to grade variables. Pearson's correlation analysis revealed statistically significant and negative relationship between democratic values, problem-solving skills, and attitudes toward violence. As a result of simple regression analysis, democratic values have predictive role on problem solving skills; it is seen that problem-solving skills are important variables in the tendency towards violence.