Abstract
ABSTRACTWhile the strength of the lifecourse/developmental (LCD) perspective in the examination of antisocial behavior has been clearly demonstrated, this work has given little attention to schools and education as salient influences. By contrast, there is much research using other theoretical frameworks to examine school-related risk factors of deviance. Given what we know about the importance of schooling and education on individual development and subsequent implications for behavior, we contend that academic influences should be more prevalent in LCD theories of deviance and that research using an LCD theoretical perspective should embrace non-LCD work examining school-related risk factors of antisocial behavior.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
