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1.
Ethnic Differences in Associations Among Popularity,Likability, and Trajectories of Adolescents' Alcohol Use and Frequency 
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下载免费PDF全文 Sophia Choukas‐Bradley Matteo Giletta Enrique W. Neblett Mitchell J. Prinstein 《Child development》2015,86(2):519-535
Two‐part latent growth models examined associations between two forms of peer status (popularity, likability) and adolescents' alcohol use trajectories throughout high school; ethnicity was examined as a moderator. Ninth‐grade low‐income adolescents (N = 364; Mage = 15.08; 52.5% Caucasian; 25.8% African American; 21.7% Latino) completed sociometric nominations of peer status and aggression at baseline, and reported their alcohol use every 6 months. After controlling for gender, aggression, ethnicity, and socioeconomic status, popularity—but not likability—prospectively predicted alcohol use trajectories. However, these effects were moderated by ethnicity, suggesting popularity as a risk factor for alcohol use probability and frequency among Caucasian and Latino, but not African American adolescents. Results suggest that developmental correlates of peer status should be considered within cultural context. 相似文献
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The likelihood of resisting gender‐stereotypic peer group norms, along with expectations about personal resistance, was investigated in 9‐ to 10‐year‐olds and 13‐ to 14‐year‐olds (N = 292). Participants were told about a stereotype conforming group (boys playing football; girls doing ballet) and a stereotype nonconforming group (boys doing ballet; girls playing football). Contrary to expectations from gender‐stereotyping research, participants stated that they would personally resist gender‐stereotypic norms, and more so than they would expect their peers to resist. However, expecting peers to resist declined with age. Participants expected that exclusion from the group was a consequence for challenging the peer group, and understood the asymmetrical status of gender stereotypes with an expectation that it would be more difficult for boys to challenge stereotypes than for girls. 相似文献
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Adam J. Hoffman Florence Dumas Florence Loose Annique Smeding Beth Kurtz-Costes Isabelle Régner 《Child development》2019,90(3):e306-e321
Trajectories of gender identity were examined from Grade 6 (Mage = 11.9 years) to Grade 9 in European French (n = 570) and North African French (n = 534) adolescents, and gender and ethnic group differences were assessed in these trajectories. In Grade 6, boys of both ethnic groups reported higher levels of gender typicality and felt pressure for gender conformity than girls. European French girls and boys and North African French girls reported decreasing gender typicality from Grade 6 to Grade 9, whereas North African French boys did not change. Felt pressure decreased among girls, did not change in European French boys, and increased in North African French boys. Ethnic and gender differences in gender identity development are discussed. 相似文献
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Singaporean elementary-school students (N = 299) completed Child Implicit Association Tests (Child IAT) as well as explicit measures of gender identity, math–gender stereotypes, and math self-concepts. Students also completed a standardized math achievement test. Three new findings emerged. First, implicit, but not explicit, math self-concepts (math = me) were positively related to math achievement on a standardized test. Second, as expected, stronger math–gender stereotypes (math = boys) significantly correlated with stronger math self-concepts for boys and weaker math self-concepts for girls, on both implicit and explicit measures. Third, implicit math–gender stereotypes were significantly related to math achievement. These findings show that non-academic factors such as implicit math self-concepts and stereotypes are linked to students' actual math achievement. The findings suggest that measuring individual differences in non-academic factors may be a useful tool for educators in assessing students' academic outcomes. 相似文献
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Using longitudinal data, the authors assessed 585 Dominican, Chinese, and African American adolescents (Grades 6–8, Mage at W1 = 11.83) to determine patterns over time of perceived ethnic‐racial discrimination from adults and peers; if these patterns varied by gender, ethnicity, and immigrant status; and whether they are associated with psychological (self‐esteem, depressive symptoms) and social (friend and teacher relationship quality, school belonging) adjustment. Two longitudinal patterns for adult discrimination and three longitudinal patterns for peer discrimination were identified using a semiparametric mixture model. These trajectories were distinct with regard to the initial level, shape, and changes in discrimination. Trajectories varied by gender and ethnicity and were significantly linked to psychological and social adjustment. Directions for future research and practice are discussed. 相似文献
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Kristina M. Zosuls Ryan D. Field Carol Lynn Martin Naomi C. Z. Andrews Dawn E. England 《Child development》2014,85(4):1663-1676
This research introduces a new construct, gender‐based relationship efficacy, which refers to beliefs about one's ability to relate to own‐ and other‐gender peers. Study 1 investigated 204 fourth graders (M age = 9.56) and confirmed that own‐gender and other‐gender relationship efficacy represent distinguishable aspects of preadolescents' social competency beliefs that are differentially related to outcomes with own‐ and other‐gender peers, including outcome expectancies and friendships with own‐ and other‐gender peers. Study 2 provided further evidence of the distinctiveness of relationship efficacy for own‐ and other‐gender peers among 403 seventh (M age = 12.48) and 453 eighth (M age = 13.50) graders and found gender and age differences. Developmental changes and implications for research on intergroup relationships are discussed. 相似文献
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Carol Lynn Martin Olga Kornienko David R. Schaefer Laura D. Hanish Richard A. Fabes Priscilla Goble 《Child development》2013,84(3):921-937
A stochastic actor‐based model was used to investigate the origins of sex segregation by examining how similarity in sex of peers and time spent in gender‐typed activities affected affiliation network selection and how peers influenced children's (N = 292; Mage = 4.3 years) activity involvement. Gender had powerful effects on interactions through direct and indirect pathways. Children selected playmates of the same sex and with similar levels of gender‐typed activities. Selection based on gender‐typed activities partially mediated selection based on sex of peers. Children influenced one another's engagement in gender‐typed activities. When mechanisms producing sex segregation were compared, the largest contributor was selection based on sex of peers; less was due to activity‐based selection and peer influence. Implications for sex segregation and gender development are discussed. 相似文献
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This study tested whether associations between childhood maltreatment and adolescent sexual orientation were accounted for by childhood gender nonconforming behavior (GNCB) in a prospective birth cohort (N = 5,007). Childhood parental maltreatment (physical and emotional) and GNCB were assessed on multiple occasions up to age 6 years, and sexual orientation at 15.5 years. Boys with a history of maltreatment were significantly more likely to be nonheterosexual. Using propensity score weighting, maltreatment was associated with a 3.5% (p = .03) increase in the prevalence of nonheterosexuality accounting for confounders not including GNCB, and by 2.9% (p = .06) when also accounting for GNCB. These findings suggest that maltreatment is associated with an increased prevalence of nonheterosexuality in boys but may be explained by confounding factors including GNCB. 相似文献
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Helping has many positive consequences for both helpers and recipients. However, in the present research, we considered a possible downside to receiving help: that it signals a deficiency. We investigated whether young children make inferences about intelligence from observing some groups of people receive help and other groups not. In a novel group paradigm, we show that children (4–6 years) think groups that receive help are less smart (n = 44) but not less nice (n = 45). Children also generalized their inferences about relative intelligence to new group members (n = 55; forced-choice-method). These results have implications for understanding how children develop stereotypes about intelligence as well as for educational practices that group children according to their ability. 相似文献
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Expectations About Ethnic Peer Group Inclusivity: The Role of Shared Interests,Group Norms,and Stereotypes 下载免费PDF全文
下载免费PDF全文 This study investigated three factors that contribute to social exclusion: group norms, individual characteristics, and stereotypes. Non‐Arab American 12‐ and 16‐year‐olds (N = 199) judged their expectations about the inclusivity of Arab American and non‐Arab American peer groups toward new peers characterized by: (a) different ethnic identity but similar interests (e.g., hobbies) and (b) same ethnic identity but different interests. Participants expected that when groups had exclusive norms, Arab American peers would base inclusion decisions on ethnic identity, but that their own non‐Arab group would base decisions on shared interests. Participants who reported stereotypes expected their in‐group to be ethnically less inclusive. With age, ethnic‐based exclusion increased. The findings are discussed in light of current research on developmental intergroup relationships. 相似文献
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Deborah Rivas-Drake Muniba Saleem David R. Schaefer Michael Medina Robert Jagers 《Child development》2019,90(6):1898-1916
This study offers new insights into the power of peer networks for shaping intergroup relations in a diverse school. Data were drawn from a longitudinal study of sixth–eighth graders (N = 524; MageT1 = 11.87; 48% girls; 9% Asian American/Pacific Islander, 28% African American, 13% Latino, 1% Native American, 31% White, 5% Other, and 11% Multiracial) in the Midwestern United States. Students with more positive intergroup contact attitudes (ICA) were most likely to be friends with similarly minded students. Students with more positive ICA were less likely to select friends of the same race/ethnicity than those with less positive ICA. Finally, students’ ICA became more similar to their friends’ ICA over time. Results implicate school-level norms and contagion in students’ ICA. 相似文献
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Chelsea L. Derlan Adriana J. Umaña‐Taylor Russell B. Toomey Kimberly A. Updegraff Laudan B. Jahromi Lluliana I. Flores 《Child development》2014,85(4):1357-1365
This study examined whether Anglo culture orientation modified the association between adolescents' perceived ethnic discrimination and ethnic identity affirmation over time in a sample of Mexican‐origin adolescent mothers (N = 205, Mage = 16.24 years). Results indicated that perceived ethnic discrimination was significantly associated with decreases in ethnic identity affirmation over time for adolescents reporting high Anglo culture orientation, but no relation existed for adolescents reporting low Anglo culture orientation. Findings suggest that a person–environment mismatch (i.e., between adolescents' perceptions of their connection to Anglo culture and the messages they receive from others regarding that connection in terms of perceived ethnic discrimination) may be detrimental to adolescents' development of positive feelings about their ethnicity. 相似文献
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Social network analysis was used to examine the role of having a mutual biracial friend on cross-race friendship nominations among monoracial sixth-grade students (Mage = 10.56 years) in two racially diverse middle schools (n = 385; n = 351). Monoracial youth were most likely to choose same-race peers as friends but more likely to choose biracial than different-race peers as friends, suggesting that racial homophily may operate in an incremental way to influence friendships. Monoracial different-race youth were also more likely to be friends if they had a mutual biracial friend. The findings shed light on the unique role that biracial youth play in diverse friendship networks. Implications for including biracial youth in studies of cross-race friendship are discussed. 相似文献
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Prevalence of Internet use among adolescents is high, but little is known about the online sexual activities of German adolescents. This study aimed to describe the 12-month prevalence of German adolescents’ online sexual experiences with a focus on Online Sexual Solicitation (OSS, subjectively negative online sexual experiences with a peer or any sexual online experience, positive or negative, with an adult). A sample of male and female adolescents aged 14–17 (N = 2238) was recruited using online survey panel. The sample was representative for gender and education. Subjects completed an online survey reporting their online sexual activities (i.e., sexual conversation, exchanging pictures, and cybersex) with peers (14–17 y.) and/or adults (≥18 y.). Findings illustrated that 51.3% (n = 1148) of adolescents had experienced online sexual activity, which mostly involved peers (n = 969; 84.4%). In contrast, 23.2% (n = 519) of the adolescents experienced OSS with 2.6% (n = 57) reporting subjectively negative online sexual interactions with peers and 22.2% (n = 490) reporting online sexual interactions with adults, of which 10.4% (n = 51) were perceived as negative. The findings suggest that adolescents frequently engage in sexual interactions on the Internet with only a relatively small number perceiving such contacts as exploitative. In addition, females and adolescents with incomplete family situation, foreign nationality, higher education, homo- or bisexual orientation, and those without perceived social support reported OSS significantly more often. 相似文献
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Elizabeth Hatton 《Asia-Pacific Journal of Teacher Education》1995,23(2):195-205
Social justice concerns in teacher education are commonly restricted to issues of race/ethnicity, class, gender, disability and geographic location. Sexual orientation, as a social justice issue, receives little or no attention in Australia despite evidence that gay, lesbian and bisexual students constitute a disadvantaged group in school systems. This paper makes the case for the inclusion of sexual orientation as a social justice issue in initial teacher education foundations curriculum, however, it is hypothesised that there is likely to be multi‐faceted resistance to this. Pairing the topics of gender and sexuality/sexual orientation is proposed as both a way of circumventing most of the resistance and achieving some useful outcomes. The paper concludes with a consideration of whose responsibility it is to act on this issue. 相似文献
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Recent research has shown that peers influence ethnic-racial identity (ERI) development during early adolescence. Arguments based on social identity theory, however, suggest that only same-ethnic but not cross-ethnic friends are important for ERI development. Using longitudinal social network analysis, we examined peer influence of both same- and cross-ethnic friends on ERI attachment and private regard. Data were drawn from six ethnically diverse schools in Western Germany (N = 1,349; Mage = 13.3). Our results provide empirical evidence for early adolescents’ ERI being influenced by same- but less by cross-ethnic friends. Considering peers’ ethnicity therefore is crucial for understanding peer influence on ERI development. 相似文献
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Gender Differences in the Developmental Cascade From Harsh Parenting to Educational Attainment: An Evolutionary Perspective 下载免费PDF全文
下载免费PDF全文 This study utilized life history theory to test a developmental cascade model linking harsh parenting to low educational attainment. Multigroup models were examined to test for potential gender differences. The sample consisted of 1,482 adolescents followed up for 9 years starting in seventh grade (Mage = 12.74). Results supported indirect links between harsh parenting and low educational attainment through the development of extreme peer orientations, early sexual behavior, and delinquency. Among male adolescents, harsh parenting was related to the development of an extreme peer orientation, which further led to increased delinquency, and subsequently lower educational attainment. Among female adolescents, harsh parenting predicted extreme peer orientations, which increased both delinquency and early sexual behavior. Early sexual behavior further predicted lower educational attainment in female adolescents. 相似文献
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James C. Kaufman 《Learning and individual differences》2012,22(1):118-122
Self-estimated intelligence is a quick way to assess people's conceptions of their own abilities. Furnham (2001) and colleagues have used this technique to make comparisons across culture and gender and different approaches to intelligence (such as g or Multiple Intelligences). This study seeks to build on past work in two ways. First, a large, diverse sample (N = 2309) enables the study of self-estimated intelligence across ethnicity. Second, one of the most prominent accepted intelligence theories is the Cattell–Horn–Carroll (CHC) theory. Can laypeople distinguish between general, fluid, and crystallized intelligence? This study finds evidence for a “modesty bias” in Hispanic Americans. In addition, fluid and crystallized intelligences may simply be seen as general intelligence (particularly by Caucasians and males). 相似文献