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Mulvey KL, Cerda-Smith J, Herry E, Joy A, Marlow CS, Mathews CJ, Ozturk E. Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 39384695 DOI: 10.1111/jora.13030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2024] [Accepted: 09/29/2024] [Indexed: 10/11/2024]
Abstract
This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African American, 14% Latino/a/e/x, and 15.3% multi-racial/other/prefer not to say. Measures assessed adolescents' responses to hypothetical scenarios of unfair treatment. The findings indicate that adolescents recognize both teacher and peer unfair behavior as wrong, with nuanced differences based on participants' gender and grade. Attribution analysis reveals varied expected reasons for unfair treatment. Responses to unfair behavior differ, with adolescents more likely to confront peers than teachers. Demographic factors, school climate, discrimination, belonging, and critical consciousness contribute to variations in judgments and responses. The study highlights the importance of addressing unfair treatment in STEM settings to foster inclusivity and support student persistence in STEM.
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Affiliation(s)
| | | | - Emily Herry
- The Ohio State University, Columbus, Ohio, USA
| | | | | | | | - Emine Ozturk
- North Carolina State University, Raleigh, North Carolina, USA
- Arizona State University, Tempe, Arizona, USA
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Wainstein T, Yeung D, Jennings L, Elliott AM. Adolescents' implicit and explicit attitudes toward their peers with genetic conditions. J Adolesc 2024; 96:1249-1262. [PMID: 38711256 DOI: 10.1002/jad.12335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Revised: 04/19/2024] [Accepted: 04/25/2024] [Indexed: 05/08/2024]
Abstract
INTRODUCTION Previous research has demonstrated that children lacking knowledge about genetic disorders may have harmful attitudes toward people with disabilities, but disability awareness can successfully modify these attitudes. We explored adolescents' implicit and explicit attitudes toward peers with genetic conditions to determine whether improved genetics/genomics literacy can mitigate the impact of ableism in this population. METHODS English-speaking adolescents (10-18 years) from British Columbia were invited to complete a Disability Attitudes Implicit Association Test (DA-IAT) and participate in a semi-structured focus group centering on a fictionalized vignette about an adolescent with Down syndrome. We used pragmatism as an analytical paradigm. Descriptive and inferential statistics were used to analyze DA-IAT and sociodemographic data; phronetic iterative analysis with constant comparison as a coding strategy for transcripts; and interpretive description to develop a conceptual model. RESULTS Twenty-two adolescents completed the DA-IAT and participated in one of four focus groups. Participants had a statistically significant implicit preference for non-disabled people (D-score = 0.72, SD = 0.44; t = 7.18, p < .00001). They demonstrated greater diversity in their explicit attitudes during the focus groups. Although participants articulated a positive attitude toward improved genetics education, results demonstrate their belief that social and personal interactions with disabled peers would be essential to address negative perceptions. CONCLUSIONS This study lays important groundwork to understand, explain, and influence the negative attitudes of adolescents toward individuals with disabilities. Findings will be used to inform the design of interventions that address biased perceptions of people with genetic disorders, with the goal of reducing prejudices and improving social interactions.
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Affiliation(s)
- Tasha Wainstein
- Department of Medical Genetics, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
- BC Children's Hospital Research Institute, Vancouver, British Columbia, Canada
| | - David Yeung
- Department of Medical Genetics, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - Lauren Jennings
- Department of Medical Genetics, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - Alison M Elliott
- Department of Medical Genetics, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
- BC Children's Hospital Research Institute, Vancouver, British Columbia, Canada
- BC Women's Hospital Research Institute, Vancouver, British Columbia, Canada
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Killen M, Burkholder AR, Brey E, Cooper D, Pauker K. Children and adolescents rectify unequal allocations of leadership duties in the classroom. Child Dev 2024. [PMID: 38922931 DOI: 10.1111/cdev.14123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/28/2024]
Abstract
Little is known about how children and adolescents evaluate unequal teacher allocations of leadership duties based on ethnicity-race and gender in the classroom. U.S. boys and girls, White (40.7%), Multiracial (18.5%), Black/African American (16.0%), Latine (14.2%), Asian (5.5%), Pacific Islander (0.4%), and other (4.7%) ethnic-racial backgrounds, 8-14 years, N = 275, evaluated teacher allocations of high-status leadership positions favoring specific ethnic-racial or gender groups during 2018-2021. Adolescents, more than children, negatively evaluated unequal teacher allocations of leadership duties that resulted in group-based inequalities, expected peers who shared the identity of a group disadvantaged by the teacher's allocation to view it more negatively than others, and rectified inequalities. Understanding perceptions of teacher-based bias provides an opportunity for interventions designed to create fair and just classrooms that motivate all students to achieve.
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Affiliation(s)
| | | | | | - Dylan Cooper
- University of Maryland, College Park, Maryland, USA
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Kaufman EM, Glidden JT, Killen M. Teachers' Beliefs, Values, and Likelihood of Talking about Group-Based Discrimination. TEACHING AND TEACHER EDUCATION 2024; 139:104444. [PMID: 38800089 PMCID: PMC11127248 DOI: 10.1016/j.tate.2023.104444] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2024]
Abstract
A teacher survey (N = 290) based on the social reasoning developmental model investigated (1) beliefs and values about using class time for discussing discrimination and reported frequency of discussing discrimination based on different social identities and (2) factors predicting teachers' frequency for discussing racial discrimination in the classroom. Most participants reported beliefs that all five identities were worth discussing in class, yet teachers most strongly believed that wealth, race, and native language affect students' education. Higher beliefs that prejudice can change, school support, and beliefs that race affects students' education predicted higher teacher reports for talking about racial discrimination.
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Wu Q, Jia F. Empowering Students against Ethnic Bullying: Review and Recommendations of Innovative School Programs. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1632. [PMID: 37892295 PMCID: PMC10605012 DOI: 10.3390/children10101632] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Revised: 09/25/2023] [Accepted: 09/27/2023] [Indexed: 10/29/2023]
Abstract
Despite research on anti-bullying interventions, there is no systemic approach or resources for teachers to address ethnic and race-related bullying in schools. In this article, we selectively reviewed theories and programs to help teachers identify and address ethnic bullying in their classrooms. We provide recommendations for workshops (e.g., cultural awareness training, empathy-building activities, bystander intervention, and stigma-based intervention). These anti-ethnic bullying workshops should promote understanding of different cultures, strengthen empathy for those who are different, encourage bystanders to take action, and reduce stigma and stereotypes. Through the sharing of diverse perspectives, expertise, and experiences, we hope this article can cultivate interactive dialogues and collaborations between educators and researchers to effectively address ethnic and race-related bullying.
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Affiliation(s)
- Qiyue Wu
- School of Health in Social Science, The University of Edinburgh, Old College, South Bridge, Edinburgh EH8 9YL, UK
| | - Fanli Jia
- Department of Psychology, Seton Hall University, 400 S Orange Ave, South Orange, NJ 07079, USA
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Fisher-Grafy H, Meyer S. Exploring Intergroup Peer Exclusion: Validation of the Latency Social-Psychological Developmental Questionnaire (LSPD). CHILDREN 2023; 10:children10030543. [PMID: 36980101 PMCID: PMC10046949 DOI: 10.3390/children10030543] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 03/01/2023] [Accepted: 03/11/2023] [Indexed: 03/14/2023]
Abstract
Intergroup peer exclusion has been studied mainly from a pathological aspect. Currently, methods of diagnosis and treatment focus on this pathological point of view. Qualitative research has revealed that social intergroup peer exclusion has a role in the developmental task of the latency stage. The study’s main aim was to develop and validate a quick and easy quantitative questionnaire for use in a school setting that reflects the social developmental variables exposed in previous qualitative research. The 32-item Latency Social-Psychological Developmental questionnaire (LSPD) and the Loneliness and Social Dissatisfaction Questionnaire were administered to 20 Grade 4 and Grade 5 classes at four co-ed public elementary schools (N = 373 participants). Factor analysis revealed six developmental factors, and correlations were found between these factors and loneliness. The LSPD is a tool for assessing latency stage development among children who experienced exclusion as well as the developmental status of the entire class. The LSPD can assist in identifying specific development areas to focus on in treatment and intervention.
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Affiliation(s)
- Hanna Fisher-Grafy
- Department of Education, Talpiot College of Education, Holon 58500, Israel
- Correspondence: ; Tel.: +972-54-429-1460
| | - Sonya Meyer
- Department of Occupational Therapy, Ariel University, Ariel 40700, Israel;
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Peer ethnic/racial socialization in adolescence: Current knowledge and future directions. INFANT AND CHILD DEVELOPMENT 2023. [DOI: 10.1002/icd.2409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/07/2023]
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Bornstein MH, Yu J, Putnick DL. Prospective associations between mothers' and fathers' parenting styles and adolescents' moral values: Stability and specificity by parent style and adolescent gender. New Dir Child Adolesc Dev 2022; 2022:9-25. [PMID: 36314351 PMCID: PMC9813771 DOI: 10.1002/cad.20488] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
This study coordinates moral value development in adolescence, parenting style, and gender with issues of stability and specificity. The primary research question asked whether parenting styles of mothers and fathers influence the development of adolescent moral values, and secondary research questions asked whether adolescent moral values were stable and whether gender moderated predictive relations of parenting styles and adolescent moral values. At 14 and 18 years, a sample of 246 adolescents completed the Sociomoral Reflection Objective Measure - Short Form; at 14 years, mothers and fathers self-reported their parenting styles using the Parental Authority Questionnaire. Exploratory and confirmatory factor analyses established a 2-factor model of adolescent moral values across the two ages: Life and Social Contract captured prosocial aspects of morality that are left to individual choice, and Law and Social Order captured acts that are legally or morally obligatory for individuals to perform. Structural equation modeling investigated relations between parental parenting styles and the two adolescent moral value factors, with adolescent age, gender, and family SES as covariates. Both moral values factors had high stabilities across the 4-year period. Mothers' authoritarian parenting at 14 years, but not their authoritative or permissive parenting, negatively predicted Life and Social Contract moral values, but not Law and Social Order, in adolescents at 18 years, more so for boys. Fathers' parenting styles did not predict adolescents' moral values at 18 years. Girls and adolescents from higher-SES families had higher Life and Social Contract moral values at 14 years; boys experienced more increases in Life and Social Contract moral values from 14 to 18 years than girls. Stability and parental predictive validity of moral values for adolescence are discussed.
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Affiliation(s)
- Marc H Bornstein
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, Maryland, USA
| | - Jing Yu
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, Maryland, USA
| | - Diane L Putnick
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, Maryland, USA
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Killen M, Burkholder AR, D'Esterre AP, Sims R, Glidden J, Yee KM, Luken Raz KV, Elenbaas L, Rizzo MT, Woodward B, Samuelson A, Sweet TM, Stapleton LM. Testing the effectiveness of the Developing Inclusive Youth program: A multisite randomized control trial. Child Dev 2022; 93:732-750. [PMID: 35612354 PMCID: PMC9179087 DOI: 10.1111/cdev.13785] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Revised: 03/24/2022] [Accepted: 04/06/2022] [Indexed: 11/29/2022]
Abstract
The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science.
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Affiliation(s)
- Melanie Killen
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | | | - Alexander P. D'Esterre
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Riley N. Sims
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Jacquelyn Glidden
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Kathryn M. Yee
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Katherine V. Luken Raz
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Laura Elenbaas
- Department of PsychologyUniversity of RochesterRochesterNew YorkUSA
| | | | - Bonnie Woodward
- Department of PsychologyUniversity of MarylandBaltimoreMarylandUSA
| | - Arvid Samuelson
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Tracy M. Sweet
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Laura M. Stapleton
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
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Children’s Perspectives on Fairness and Inclusivity in the Classroom. THE SPANISH JOURNAL OF PSYCHOLOGY 2022; 25:e28. [DOI: 10.1017/sjp.2022.24] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
Abstract
School represents an important context for children’s social, moral, and identity development. Research indicates that supportive teacher-student relationships are significantly related to positive student academic achievement. Unfortunately, teacher bias as well as peer exclusion based on group identity (gender, race, ethnicity, and nationality) pervade many school contexts. The presence of these biases in the classroom is negatively related to students’ academic development, especially for children who are minoritized and marginalized. Very little research has connected teacher bias and children’s reasoning about bias and inequalities in the classroom context. The classroom is a complex environment in which to examine children’s social and moral reasoning about bias, given teachers’ position of authority which often includes power, status, and prestige. We propose that understanding both teacher bias and peer intergroup exclusion are essential for promoting more fair classrooms. This paper reviews foundational theory as well as the social reasoning developmental model as a framework for studying how children think about fairness and bias in the classroom context. We then discuss current research on children’s social-cognitive and moral capacities, particularly in the contexts of societal inequality and social inclusion or exclusion. Finally, this article proposes new directions for research to promote fairness and inclusivity in schools and suggests how these new lines of research might inform school-based interventions.
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Malti T, Speidel R. Prosocial cascades: Understanding and nurturing the potential for positive developmental trajectories. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2022; 64:189-216. [PMID: 37080669 DOI: 10.1016/bs.acdb.2022.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Understanding the developmental cycles and mechanisms that nurture prosocial behavior can support our potential to build a kinder and more peaceful society. The current chapter explores positive developmental cascades, with a focus on the chain reactions that explain how prosocial behaviors manifest and evolve throughout childhood and adolescence. Specifically, we review the main issues, theories, and findings related to the study of children's prosocial trajectories. We focus on various socialization environments that span typical and adverse (e.g., trauma, poverty, maltreatment, exposure to violence) contexts. Furthermore, we highlight the evidence behind efforts and initiatives that aim to nurture prosociality in children and families. We conclude with future directions for how research on positive cascades can inform research-practice alliances work that aims to break harmful cycles and promote prosocial mechanisms of change.
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Affiliation(s)
- Tina Malti
- University of Toronto, Toronto, ON, Canada.
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