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#11

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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.

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Date Created
2021 (year uncertain)

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The digital lives of African American tweens, teens, and parents: innovating and learning with technology

Description

Provides results of a national study of digital technology use among African American teens and their parents.

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Created

Date Created
2016

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Preadolescents' gender typicality: an exploration of multidimensionality

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),

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.

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Agent

Created

Date Created
2015

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Exploring developmental patterns and predictors of gender-based relationship efficacy

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

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.

Contributors

Agent

Created

Date Created
2017