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- All Subjects: Preschool
- Creators: Hanish, Laura
- Creators: Updegraff, Kimberly
Description
Preschool teachers have the opportunity to facilitate children's play with a variety of classroom activities. Preschool activities can be categorized as masculine, feminine, and gender-neutral based on children's preferences. Understanding how and why teachers facilitate children's play with feminine, masculine, and gender-neutral activities is important because children's engagement in gender typed activities has been linked to cognitive development. The current study extends previous and outdated research on teachers' engagement in gender-typed classroom activities by using a teacher-focal observational coding system and survey data to assess the frequency at which, with whom, and why teachers facilitate feminine, masculine, and gender-neutral activities. Results reveal teachers facilitate gender-neutral and masculine activities more frequently than feminine activities. However, facilitation of these activities is qualified by with whom the teacher interacts and the classroom context. During free play, teachers facilitate gender-typed activities in stereotypic ways, facilitating masculine activities with boys more than with girls and feminine activities with girls more than with boys. Although, during structured settings, teachers do not facilitate masculine and feminine activities at different frequencies. Finally, in both free play and structured settings, teachers' gender attitudes do not seem to be strong predictors of their facilitation of gender-typed and gender-neutral activities with the exception of teachers' facilitation of feminine activities during structured settings. The present findings address important issues in educational and developmental research by investigating teachers' gendered classroom practices.
ContributorsGranger, Kristen L (Author) / Hanish, Laura (Thesis advisor) / Bradley, Robert (Committee member) / Kornienko, Olga (Committee member) / Arizona State University (Publisher)
Created2014
Description
The goal of this study is to contribute to the understanding of Mexican-American three- to five-year-old children’s effortful control (EC) and negative emotionality (NE) development by examining whether Mexican-American adolescent mothers’ parenting transacts with their three- to five-year-old children’s EC and NE and by exploring whether mothers’ familism acts as a protective factor. I hypothesized that mothers’ harshness and warmth would transact with EC and NE over time. I further hypothesized that mothers’ familism values would (a) positively predict mothers’ warmth and negatively predict mothers’ harshness, and (b) act as a buffer between low EC and high NE, and high harshness and low warmth. These hypotheses were tested within a sample of Mexican-American adolescent mother-child dyads (N = 204) and assessed longitudinally when children were 36, 48, and 60 months. Mothers were predominantly first generation (i.e., mothers’ parents were born in Mexico; 67%) and spoke English (65%). When children were 36 months, average family income (i.e., wages, public assistance, food stamps) was $24,715 (SD = $19,545) and mothers had started community college (13%) or completed high school/GED (30%), 11th grade (19%), 10th grade (8%), or less than 9th grade (14%). In this sample, transactions between harshness or warmth and EC or NE were not found, but a bidirectional association between NE and harshness was found. Familism marginally negatively predicted harshness, but not warmth. Familism moderated the relation between NE and harshness such that there was only a negative relation between NE and harshness when familism was high. However, familism did not moderate the relations between NE and warmth, or EC and harshness or warmth. The results of this study are discussed with respect to (a) current methodological limitations in the field, such as the need to test or develop parent-report measures of Mexican-American children’s temperament and value-driven socialization goals, (b) future avenues for research, such as person-centered studies of clusters of mothers’ values and how those relate to clusters of parenting behaviors, and (c) implications for interventions addressing parenting behavior of adolescent mothers.
ContributorsBerger, Rebecca H (Author) / Wilkens, Natalie (Thesis advisor) / Spinrad, Tracy (Committee member) / Updegraff, Kimberly (Committee member) / Crnic, Keith (Committee member) / Arizona State University (Publisher)
Created2018
Risk and protective factors of peer victimization: the role of preschoolers' affiliations with peers
Description
Studies of peer victimization typically focus on behavioral characteristics of the victims, and frequently overlook the role that peers may play. The current study extended previous research by examining how time spent with two types of peers (externalizing and socially competent) can serve as a risk or protective factor for preschoolers' victimization, and how victimization may differ for boys and girls. In addition, the study explored how affiliating with same-sex and other-sex externalizing and socially competent peers may differentially relate to victimization. Results showed that girls who affiliated with externalizing female peers were significantly more at risk for victimization. In addition, boys and girls who spent time with socially competent male peers (but not female peers) negatively predicted victimization. The results indicate that children's peers, in certain circumstances, may play an important role in victimization. These findings also highlight the importance of considering children's and peers' gender when studying peer processes.
ContributorsClary, Laura (Author) / Hanish, Laura (Thesis advisor) / Martin, Carol (Committee member) / Updegraff, Kimberly (Committee member) / Arizona State University (Publisher)
Created2011