Matching Items (6)
How gender typicality moderates the relation between preadolescents' empathy and acceptance by peers
Description
Previous research has shown that highly empathic children are generally more emotionally positive, sociable, and altruistic compared to their less empathic peers (Miller & Jansen op de Haar, 1997). These traits and behaviors linked with empathy have been associated with positive outcomes such as popularity in the peer group (Decovic & Gerris, 1994). However, a negative relation between these constructs has been found when studied in the context of preadolescence for boys (Oberle, Schonert-Reichl, & Thomson, 2010), suggesting a potential moderating effect of gender typicality since empathy is classified as a communal and therefore stereotypically feminine trait. The current study examines the relation between the constructs of gender, empathy, gender typicality, and peer acceptance in a preadolescent sample, and mixed findings suggest differential effects of empathy on peer acceptance for preadolescent boys and girls. Future research should continue examining these differential effects for boys and girls throughout childhood and adolescence.
ContributorsPetersen, Shawna Michelle (Author) / Fabes, Richard A. (Thesis advisor) / Martin, Carol L (Committee member) / Miller, Cindy F (Committee member) / Arizona State University (Publisher)
Created2015
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, 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
Description
Increasing elementary school attainment globally remains a key focus for improving internationally child development (UNESCO, 2010), and for girls in particular (UNICEF, 2015). This dissertation was designed to test and explore specific areas to target to improve educational attainment for rural indigenous communities using a mixed-methods approach (i.e., quantitative survey of 264 mothers and qualitative interviews with 37 of those mothers 3.5 years later) with a Mayan community in Camanchaj, Guatemala. The first study was designed to examine the educational trajectories available to children in this community (e.g., dropping out, graduating 6th grade) by age, grade, and gender, and identified risks and vulnerabilities for educational attainment. The second study was a logistic regression to examine maternal factors that predict the likelihood of a child graduating from elementary school or dropping out in this community, above and beyond covariates of poverty and health and found that maternal education predicted educational attainment for both boys as girls as well as maternal beliefs about the importance of school for getting a job, which was particularly strong predictor for boys. The third study probed findings from Studies 1 and 2 using Experiential Thematic Analyses and Frequency Analyses to examine processes and cognitions involved in a child’s graduating elementary school, dropping out, and community beliefs and attitudes regarding education and gender equality. Findings highlight the need for interventions that are contextually and culturally appropriate and that consider complex and interacting factors of poverty, health, and gender inequality as well as maternal and community-level attitudes and beliefs to promote elementary school attainment globally.
ContributorsEngland, Dawn Elizabeth (Author) / Martin, Carol L (Thesis advisor) / Cooper, Carey E (Committee member) / Bradley, Robert H (Committee member) / Miller, Cindy F (Committee member) / Arizona State University (Publisher)
Created2016
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 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.
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
A Meta-Analysis of Experimental Examinations of Racism in U.S. Pre-K-12th Grade Educational Contexts
Description
Racism primarily has been examined in United States (U.S.) educational contexts via survey and qualitative investigations, which reveal Black, Indigenous, and People of Colors’ (BIPOCs’) self-reported experiences of individual racism. Missing from this research is a focus on the perpetrators of racism and the institutional nature of racism in U.S. education. Experimental examinations of racism in U.S. education are efficacious in identifying perpetrators of racism and offer objective evidence of racism, which can underscore the importance of qualitative and survey findings. However, experimental examinations of racism in educational contexts are infrequent, examine a wide array of perpetrators (e.g., peers, teachers, principals) and educational domains (grading, diagnoses, liking), and reveal mixed findings. Thus, I utilized meta-analytic techniques to explore the magnitude of the effect of racism in pre-K-12th grade contexts as demonstrated by experimental examinations. In addition, I explore moderation of the effect of racism by 1) the type of experimental technique, 2) the specific perpetrator, 3) the BIPOC target, 4) the region of the US, and 5) the design of treatment assignment. Using 71 effect sizes from 57 studies, I found evidence that racism is present in U.S. pre-K-12th grade education for BIPOC [Cohen’s d=0.15, 95% CI(0.05, 0.25)]. Heterogeneity existed in the overall effect, and moderators included the U.S. region, and the level of racism (e.g., individual versus institutional) explained the heterogeneity of the effects. The findings are discussed in terms of theoretical and methodological implications and future directions for research.
ContributorsJanssen, Jayley (Author) / Seaton, Eleanor (Thesis advisor) / Miller, Cindy F (Committee member) / Causadias, Jose (Committee member) / Jager, Justin (Committee member) / Arizona State University (Publisher)
Created2023
Description
The aim of this dissertation was to explore the construct and experiences of gender norm resistance (GNR) using both quantitative and qualitative methods. The purpose of Study 1 was to standardize and universalize what is already known about GNR by creating a quantitative GNR measure. In so doing, I operationalized the implicit and explicit GNR framework described by Way and colleagues (2014). On a sample of adolescents (484 6th grade students; girls = 234; 10-13 years old, Mage = 11.44 years, SD = .56) the GNR measure was tested for gender differences and to explore how GNR aligns with and differs from other constructs related to gender identity and peer relations. The results supported the two-factor model (implicit and explicit forms of GNR), supported convergent and discriminant validity, and identified mean level differences depending on GNR form, gender, ethnic identity, and gender typicality. The purpose of Study 2 was to explore why young men resist gender norms, what motivates their acts of resistance, and how they understand those motives. I expected that implicit GNR would be motivated by the pursuit of authentic nonconformity and would involve an awareness of norms, feeling gender atypical, and authenticity. I expected that explicit GNR would be motivated by a dislike of gender norms, and that it would involve an awareness of, dislike of, and pressure to conform to gender norms. The results supported these expectations and indicated a subtype of GNR, activist GNR, defined by the desire to change gender norms to benefit the social group. Both studies rely on the resistance/accommodation framework to describe the balance of conformity and resistance as individuals navigate systems of power and oppression.
ContributorsNielson, Matthew G (Author) / Martin, Carol Lynn (Thesis advisor) / Lindstrom Johnson, Sarah (Committee member) / Miller, Cindy F (Committee member) / Rogers, Leoandra Onnie (Committee member) / Arizona State University (Publisher)
Created2020