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Description
Although aggression is sometimes thought to be maladaptive, evolutionary theories of resource control and dominance posit that aggression may be used to gain and maintain high social prominence within the peer group. The success of using aggression to increase social prominence may depend on the form of aggression used (relational

Although aggression is sometimes thought to be maladaptive, evolutionary theories of resource control and dominance posit that aggression may be used to gain and maintain high social prominence within the peer group. The success of using aggression to increase social prominence may depend on the form of aggression used (relational versus physical), the gender of the aggressor, and the prominence of the victim. Thus, the current study examined the associations between aggression and victimization and social prominence. In addition, the current study extended previous research by examining multiple forms of aggression and victimization and conceptualizing and measuring social prominence using social network analysis. Participants were 339 6th grade students from ethnically diverse backgrounds (50.4% girls). Participants completed a peer nomination measure assessing relational and physical aggression and victimization. They also nominated friends within their grade, which were used to calculate three indices of social prominence, using social network analysis. As expected, results indicated that relational aggression was associated with higher social prominence, particularly for girls, whereas physical aggression was less robustly associated with social prominence. Results for victimization were less clear, but suggested that, for girls, those at mid-levels of social prominence were most highly victimized. For boys, results indicated that those both high and low in prominence were most highly relationally victimized, and those at mid-levels of prominence were most highly physically victimized. These findings help inform intervention work focused on decreasing overall levels of aggressive behavior.
ContributorsAndrews, Naomi C. Z (Author) / Hanish, Laura D. (Thesis advisor) / Martin, Carol Lynn (Committee member) / Updegraff, Kimberly A (Committee member) / Arizona State University (Publisher)
Created2013
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Description
The goal of this study was to explore the multidimensionality of gender typicality and its relation to preadolescents’ psychological adjustment. With a sample of 378 6th grade students (52% male; M age = 11.44, SD = .56; 48% White), I examined how four specific dimensions of gender typicality (behavior,

The goal of this study was to explore the multidimensionality of gender typicality and its relation to preadolescents’ psychological adjustment. With a sample of 378 6th grade students (52% male; M age = 11.44, SD = .56; 48% White), I examined how four specific dimensions of gender typicality (behavior, appearance, activities, and peer preference) predict children’s global sense of typicality; whether children’s global sense of gender typicality, behavior, appearance, activities, and peer preference are differentially predictive of self-esteem, social preference, and relationship efficacy; and whether examining typicality of the other gender is important to add to own-gender typicality. Regression analyses indicated that all four specific typicality dimensions contributed to preadolescents’ overall sense of own- and other-gender typicality (except appearance for own-gender typicality). Generally, all domains of gender typicality were related to the four adjustment outcomes. Own-gender typicality related more strongly to self-esteem, social preference, and own-gender relationship efficacy than did other-gender typicality; other-gender typicality was more strongly related to other-gender relationship efficacy. Relations between typicality and adjustment were stronger for gender-based relationship efficacy than for self-esteem or social preference. Although some differences existed, relations between typicality and adjustment were generally similar across typicality domains. Results implicate the need to measure other-gender typicality in addition to own-gender typicality. Additional contributions and suggestions for future research are discussed.
ContributorsCook, Rachel (Author) / Martin, Carol L (Thesis advisor) / Updegraff, Kimberly A (Committee member) / Miller, Cindy F (Committee member) / Arizona State University (Publisher)
Created2015
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Description
Aggression is inherently social. Evolutionary theories, for instance, suggest that the peer group within which an aggressor is embedded is of central importance to the use of aggression. However, there is disagreement in the field with regard to understanding precisely how aggression and peer relationships should relate. As such, in

Aggression is inherently social. Evolutionary theories, for instance, suggest that the peer group within which an aggressor is embedded is of central importance to the use of aggression. However, there is disagreement in the field with regard to understanding precisely how aggression and peer relationships should relate. As such, in a series of three empirical studies, my dissertation takes a relational approach and addresses some of the inconsistencies present in the extant literature. In Study 1, I examined how qualities of youth's close friendships contributed to the use of aggression, both concurrently and over time. I found that youth with large friendship networks were more aggressive, whereas those with highly interconnected friendship network decreased in aggression over time. Using a dyadic mediation model, the second study considered the precursors to aggressors' friendships with peers. Specifically, I explored aggressive youth's interactions with unfamiliar peers and assessed how the interactions that unfold affected the quality of the relationship. I found that dyads who were highly discrepant in their tendencies toward aggression failed to collaborate well with one another, and this led to less positive perceptions of one another. Whereas the first two studies concerned aggressors' relationships with their friends (Study 1) and acquaintances (Study 2), Study 3 focused on a different type of relationship – the relationship between an aggressor and his or her victim(s). In the third study, I explored how power dynamics operate within an aggressor-victim dyad and assessed whether differences in the balance of power between the aggressor and victim affected the strength of their relationship. I found that more aggressor-victim dyads were characterized by a relative balance than imbalance in power, and that power balanced dyads had stronger and more sustained aggressor-victim relationships. By taking a relational approach to the study of aggression, this dissertation has advanced extant work in the field. That is, these findings move away from the simplification and aggregation of relational constructs (e.g., relationships, friendships), and instead consider the nuances of specific types of relationships or interactions with specific peers, allowing for a better understanding of the relational nature of aggression.
ContributorsAndrews, Naomi C. Z (Author) / Hanish, Laura D. (Thesis advisor) / Updegraff, Kimberly A (Committee member) / DeLay, Dawn (Committee member) / Martin, Carol Lynn (Committee member) / Arizona State University (Publisher)
Created2016
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Description
Segregation into own-gender peer groups, a common developmental pattern, has many potentially negative short- and long-term consequences. Understanding the social cognitive processes underlying intergroup processes may lead to a better understanding of, and a chance to improve, intergroup relations between boys and girls; however, until recently gender-typed cognitions have not

Segregation into own-gender peer groups, a common developmental pattern, has many potentially negative short- and long-term consequences. Understanding the social cognitive processes underlying intergroup processes may lead to a better understanding of, and a chance to improve, intergroup relations between boys and girls; however, until recently gender-typed cognitions have not received a lot of attention. Therefore, in two complementary studies, this dissertation examines developmental patterns and predictors of a particular type of social cognition, gender-based relationship efficacy (GBRE). The first study examines mean-level and interindividual stability patterns of GBRE longitudinally in two developmental periods: childhood and pre-adolescence. Specifically, the first study examined children’s and pre-adolescents’ GBRE toward own- (GBRE-Own) and other-gender (GBRE-Other) peers over a one-year period. Using a four factor repeated measures analysis of variance, the results indicated that GBRE-Own is significantly higher than GBRE-Other across both cohorts. GBRE-Other, however, increased from childhood to pre-adolescence. Stability and cross-lag effects were examined using a multi-group panel analysis and revealed that GBRE-Own and GBRE-Other were stable. Additionally, high levels of GBRE-Own led to lower levels of GBRE-Other one year later, but high levels of GBRE-Other led to higher levels of GBRE-Own. Implications for understanding segregation processes and suggestions for future research are discussed.

The second study examined potential affective/cognitive, behavioral, and contextual predictors of GBRE-Other in pre-adolescence. Several hypotheses were tested using panel models and regression analyses, but there was limited support. Results indicated that GBRE-Other predicted more positive attitudes toward other-gender peers and higher preferences for other-gender peer interaction and that, for boys, anxious attitudes toward other-gender peers negatively predicted GBRE-Other and, for girls, parental attitudes toward their children’s other-gender friendships negatively predicted GBRE-Other. The lack of significant findings in the second study should be interpreted cautiously. In general, GBRE is an important construct and more research is needed to fully understand the developmental progression and implications.
ContributorsField, Ryan David (Author) / Martin, Carol L (Thesis advisor) / DeLay, Dawn (Committee member) / Miller, Cindy F (Committee member) / Updegraff, Kimberly A (Committee member) / Arizona State University (Publisher)
Created2017
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Description

Briefly explains how lack of monetary savings serves as a barrier to accessing to finance capital for women of color seeking to launch their own tech startup.

Created2021 (year uncertain)
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DescriptionProvides results of a national study of digital technology use among African American teens and their parents.
Created2016