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Socialization to Gender Roles: Popularity among Elementary School Boys and Girls
Abstract
This article draws on data gathered through participant observation with preadolescent children in and outside elementary schools to focus on the role of popularity in gender socialization. Within their gendered peer subcultures, boys and girls constructed idealized images of masculinity and femininity on which they modeled their behavior. These images were reflected in the composite of factors affecting children's popularity among their peers. Boys achieved high status on the basis of their athletic ability, coolness, toughness, social skills, and success in cross-gender relationships. Girls gained popularity because of their parents' socioeconomic status and their own physical appearance, social skills, and academic success. Although boys' gender images embody more active and achieved features than girls', which are comparatively passive and ascribed, these roles embody complex integrations of oppositional elements that expand and androgenize them. The research illustrates subtle changes in children's, especially girls', gender roles, resulting from historical changes in society.
... U ovom periodu dijete počinje dublje propitivati svoj rodni identitet. Stručnjaci razlikuju tri pristupa u razvoju identiteta: samokonceptualizacija, osjećaj identiteta i samopouzdanje (Adler et al. 1992). Samokonceptualizacija -u ranom periodu adolescencije, kognitivni razvoj povećava samosvjesnost, svijest o mišljenju drugih osoba i sposobnost da se razmišlja o više mogućnosti za rješavanje određenog pitanja. ...
... Djevojke se više ugledaju na svoje majke i poslove koje one obavljaju, pa se tako više usmjeravaju na društvene i humanističke znanosti. Dječaci se više poistovjećuju sa očevima i bave se više sportom (Adler et al. 1992). Osjećaj identiteta -za razliku od samokonceptualizacije, identitet predstavlja koherentan osjećaj stabilnosti, pa osoba može lakše povezati prošlost sa ciljevima koje postavlja u budućnosti. ...
... Pitajući se koje uloge će imati u svijetu odraslih, mladi osjećaju raspolućenost jer nisu sigurni koje zanimanje odabrati. Nekad biraju put i zanimanje koje nije tipično za njihovu rodnu ulogu, ali pod pritiskom okoline uglavnom inkliniraju onim zanimanjima koja se smatraju prikladnim (Adler et al. 1992). Samopouzdanje -ono što osoba misli i osjeća o sebi i svom identitetu. ...
Knjiga je pisana u formi univerzitetskog udžbenika i kroz sedam poglavlja analizira pitanja roda, feminističkih teorija, rodne socijalizacije, porodice, ekonomije, jezika i religije.
... Chase-Machida 2011;Kennedy 1995;Shakib et al. 2011), qualitative (e.g. Adler et al. 1992;Adler-Adler 1998;Eder-Parker 1987;Francis et al. 2010), and mixed (Coleman 1961b;Eder-Kinney 1995) studies have found that athletic ability is one of the strongest predictors of reputational peer status (popularity, coolness) for boys. Some studies have also found a positive but weaker association between athleticism and popularity for girls (for an overview see Lindstrom-Lease (2005: 228-230) and Rose et al. (2011: 110)). ...
... The ethnographic literature also underlines the importance of physical strength and 'toughness'-the ability to intimidate and dominate others-in boys' popularity, as well as the role of social manipulation and verbal intimidation in girls' popularity (e.g. Adler et al. 1992;Eder 1985;Merten 1997). ...
... Currie et al. 2007;Duncan 2004;Merten 1997;Wiseman 2002), while popular boys were also engaged in demonstrations of physical dominance, ranging from pushing to physical fights (e.g. Adler et al. 1992;Francis et al. 2010). Although an earlier review (Rose et al. 2011) suggested that the quantitative literature had not found gender differences in this domain, Kornbluh and Neal found that popularity had a stronger positive association with prosociality for girls (Kornbluh-Neal 2016). ...
The paper provides a systematic review of the literature related to informal (or peer) status among adolescents. First, the most important sociological, developmental, and evolutionary perspectives of informal status are presented, followed by a review of the behavioral and personality correlates most widely discussed in the empirical literature. These correlates are athleticism, aggression, prosocial behavior, risk behavior, academic performance, academic engagement, physical attractiveness, involvement in romantic relationships, leadership abilities, and the Big Five personality traits. Since the bulk of the empirical literature comes from the educational context, where adolescents spend the largest portion of their time, this literature and its most frequently used status dimensions (acceptance, coolness, popularity) are the focus of the paper. The review also pays attention to ethnic and gender differences in status dynamics while acknowledges the importance of different cultural contexts. Implications of our current knowledge and future directions for research are also discussed.
... Evidence from studies in sociology and education further demonstrates the complexities of popularity in middle childhood and early adolescence. On the basis of participant observation, Adler, Kless, and Adler (1992) defined popularity as being liked by many peers, being the most influential in setting group opinions, and having the greatest impact on determining the boundaries of membership in the most exclusive social group. They also found that possessing savoir faire (sophistication in social and interpersonal skills, including using this knowledge to further one's social advantage by manipulating, dominating, and controlling others) was an important aspect of being popular. ...
... Also, girls were expected to have more complex perceptions and to associate popularity more with power than boys would. On the basis of studies of gender effects (e.g., Adler et al., 1992), athletic ability was predicted to be very important when describing what makes boys popular, whereas physical appearance and academic performance were expected to determine popularity among girls. Regarding ethnic differences, on the basis of several studies (e.g., Graham et al., 1998;Kennedy, 1995), African American children (boys in particular) were expected to associate academic ability with popularity less than would Latino or White children. ...
Children's perceptions of popular and unpopular peers were examined in 2 studies. Study 1 examined the degree to which 4th–8th- grade boys and girls (N = 408) nominated the same peers for multiple criteria. Children viewed liked others as prosocial and disliked others as antisocial but associated perceived popularity with both prosocial and antisocial behavior. In Study 2, a subset of the children from Study 1 (N = 92) described what makes boys and girls popular or unpopular. Children described popular peers as attractive with frequent peer interactions, and unpopular peers as unattractive, deviant, incompetent, and socially isolated. In both studies, children's perceptions varied as a function of the gender, age, and ethnicity of the participants.
... This is consistent with the concept of popularity: popular ladies tend to have significant influence over their peers but not the opposite. According to the literature, the main attributes that characterize female popularity in the school and high school are: having good grades (Buchanan et al. (1976), Adler et al. (1992); pro-social behaviors and being cooperative and kind (Parkhurst and Hopmeyer (1998), Adler et al. (1992), Lease et al. (2002), Puckett et al. (2008)); leadership (Eder and Kinney (1995), Adler and Adler (1998), Puckett et al. (2008)) and; physical attractiveness and feminity (Vaillancourt and Hymel (2006), Rose et al. (2011) and Mayeux and Kleiser (2020)). ...
... This is consistent with the concept of popularity: popular ladies tend to have significant influence over their peers but not the opposite. According to the literature, the main attributes that characterize female popularity in the school and high school are: having good grades (Buchanan et al. (1976), Adler et al. (1992); pro-social behaviors and being cooperative and kind (Parkhurst and Hopmeyer (1998), Adler et al. (1992), Lease et al. (2002), Puckett et al. (2008)); leadership (Eder and Kinney (1995), Adler and Adler (1998), Puckett et al. (2008)) and; physical attractiveness and feminity (Vaillancourt and Hymel (2006), Rose et al. (2011) and Mayeux and Kleiser (2020)). ...
In the new era of economics of fertility, the identification of the determinants of fertility has become one of the major challenges. This paper analyzes how the fertility patterns of both female teenagers' own families and peers' families (measured as the number of siblings) affect their future fertility choices. Our analysis distinguishes between the extensive (be-coming a mother or not) and the intensive (total number of children) margin of fertility. We provide five main results. First, neither own number of siblings nor peers' number of siblings affect whether a woman becomes a mother or not. Second, women with more siblings and women whose peers had more siblings tend to have more children. Third, the peer effect is stronger for women who reported having a less close relationship with their mothers. Forth, women that were teenagers characterized by high scores and being involved in activities related to popularity experience a negligible peer effect. Further, more communication between teenagers' parents increases the influence of women's own family but reduces the peer effect. These results suggest that fertility patterns of both female teenagers' own families and peers' families are relevant in shaping women's identity-defining role in fertility, specially in the intensive margin; and that the relative importance of these two patterns depends on the quality of the relationships between all actors (between teenagers, between teenagers and their parents, and between teenagers' parents).
... A different set of cultural traits such as taste in clothes and hair [81], consumer socialisation [82], social skills [83], drinking behaviours [49,84,85], smoking [86,87] and eating behaviours [88,89] have been associated with horizontal transmission, a transmission mode that can only guarantee the conservation of information for one biological generation [55]. As children age, horizontal transmission becomes dominant [90], with learners becoming more likely to acquire the traits of their peers than those of adults [55]. ...
... During cultural transmission, specifically, learners could associate the variant they deem best to acquire for themselves with the transmitter who has a specific relationship with them. For example, an individual may acquire the political orientations of their parent(s) [74,75] because of their parent-child relationship, while that same individual may acquire the social skills of a peer [83], because of their peer-peer relationship. Vertical cultural transmission may occur from just one parent to the child. ...
The adoption of cultural variants by learners is affected by multiple factors including the prestige of the model and the value and frequency of different variants. However, little is known about what affects onward cultural transmission, or the choice of variants that models produce to pass on to new learners. This study investigated the effects on this choice of congruence between two contexts: the one in which variants are learned and the one in which they are later transmitted on. We hypothesized that when we are placed in a particular context, we will be more likely to produce (and therefore transmit) variants that we learned in that same (congruent) context. In particular, we tested the effect of a social contextual aspect-the relationship between model and learner. Our participants learned two methods to solve a puzzle, a variant from an "expert" (in an expert-to-novice context) and another one from a "peer" (in a peer-to-peer context). They were then asked to transmit one method onward, either to a "novice" (in a new expert-to-novice context) or to another "peer" (in a new peer-to-peer context). Participants were, overall, more likely to transmit the variant learned from an expert, evidencing an effect of by prestige bias. Crucially, in support of our hypothesis, they were also more likely to transmit the variant they had learned in the congruent context. Parameter estimation computer simulations of the experiment revealed that congruence bias was stronger than prestige bias.
... This aligns with impression management research indicating that people want to show confidence, rather than vulnerability when striving to appear competent (e.g., Godfrey et al., 1986). In qualitative research, children and adolescents report hiding their emotions to appear competent to peers (e.g., Adler et al., 1992;Dodge et al., 1990), and doctors report hiding their emotions to appear competent to patients (e.g., Haas & Shaffir, 1977). These studies suggest that people might use suppression when wanting to appear competent. ...
... Therefore, one fundamental question is a descriptive one-what are people's lay beliefs about suppression's utility? The qualitative studies suggesting that people suppress their emotions to appear competent (e.g., Adler et al., 1992;Haas & Shaffir, 1977) may also suggest an underlying belief that suppression is useful for appearing competent. In the case of warmth, numerous studies indicate that suppression is harmful for appearing warm (e.g., Butler et al., 2003;Tackman & Srivastava, 2016). ...
We examined the role of impression management motives and utility beliefs in predicting suppression. In Study 1, 222 participants were assigned one of four motives (warmth, competence, pro-hedonic, control) during a job interview and reported their strategy use. In Study 2, 150 participants completed 9 days of experience sampling surveys assessing momentary emotion regulation motives and strategy use. In both studies, participants reported suppression utility beliefs. Lab results suggested a decreased preference for suppression when pursuing warmth motives over competence motives. This effect did not emerge when examining daily motives. In both studies however, people believed it was more useful to suppress negative than positive emotions, and more useful to suppress negative emotion when appearing competent than warm. Utility beliefs did not predict suppression or moderate motive-strategy links. Overall, there was mixed evidence about how suppression links to specific motives. Results suggest suppression is perceived as useful for certain impressions, but people do not act in accordance with these beliefs.
... As early as kindergarten, they report that girls are better at exhibiting an eagerness to learn, working independently, persisting in completing tasks, controlling emotional outbursts, respecting others' boundaries, and interacting with others in a positive manner (DiPrete and Buchmann 2013). However, girls likely have more success in school and have higher educational attainment than boys not because parents and teachers believe they are "naturally" more intelligent or compliant, but because educators sanction girls into adopting behaviors that help them learn (Adler, Kless and Adler 1992, Gansen 2019, Morris 2012. For example, preschool teachers are more likely to discipline girls than boys for crawling on the floor, yelling, and running through the classroom, thereby helping ensure girls learn to follow directions and sit still at a younger age than boys (Martin 1998). ...
... Consistent with Kim's (1999) theory of racial triangulation, educators' seemingly positive evaluations may help construct Asian American students as different from-and inferior to-White students. For example, despite their desire for students to be motivated, hard-working and compliant, educators characterize and reward White boys for being active, independent, funny, and free-thinking (Adler, Kless andAdler 1992, Morris 2012). By comparison, educators may penalize Asian American girls for seeming too compliant, too quiet, or too focused on grades (Lee 1994, Lewis 2003. ...
This paper uses an intersectional framework to account for the degree to which race, when intersecting gender, relates to teachers’ evaluations of US elementary school children over time. Drawing on longitudinal data from the 2011 Early Childhood Longitudinal Study-Kindergarten cohort, we employ growth curve modeling to study descriptive trends in teacher perceptions of student behavior from kindergarten through fifth grade. We find that educators’ perceptions of White, Asian American, and Latinx girls increase over time, while their perceptions of Black girls remain flat. Meanwhile, a different longitudinal trend emerges among boys. Although teachers’ views of Black boys decrease over time, their views of other boys increase to the levels of Black girls, or higher, by the end of fifth grade. This analysis reveals how teachers’ perceptions coalesce into an emerging hierarchy that—by the end of fifth grade—most sharply contrasts the behavior of Asian American girls and Black boys. Our intersectional approach and the theoretical framework informing it underscore the limits to considering how educators distinguish students by gender or race alone. Together, gender and race more fully account for differences in how educators perceive student behavior over time.
... According to qualitative interviews and ethnographic observations, the most important traits and skills for boys to be perceived as popular are related to athletic abilities, physical strength (the ability to intimidate and dominate peers), being perceived as smart and humorous, school disengagement, disruptive behaviour, successful cross-gender relationships, and 'doing heterosexuality' (e.g., Adler et al., 1992;Chambers et al., 2004;Francis, 2009;Kehily & Nayak, 1997;Renold, 2000). In the case of girls, the most important traits involve social skills (being 'nice' and compliant but also being 'mean' and manipulative), being fashionable, being perceived as attractive (especially by boys), and 'doing heterosexuality' but without being sexually 'too forward' (e.g., Adler et al., 1992;Chambers et al., 2004;Currie et al., 2007;Merten, 1997;Read et al., 2011;Renold, 2000). ...
... According to qualitative interviews and ethnographic observations, the most important traits and skills for boys to be perceived as popular are related to athletic abilities, physical strength (the ability to intimidate and dominate peers), being perceived as smart and humorous, school disengagement, disruptive behaviour, successful cross-gender relationships, and 'doing heterosexuality' (e.g., Adler et al., 1992;Chambers et al., 2004;Francis, 2009;Kehily & Nayak, 1997;Renold, 2000). In the case of girls, the most important traits involve social skills (being 'nice' and compliant but also being 'mean' and manipulative), being fashionable, being perceived as attractive (especially by boys), and 'doing heterosexuality' but without being sexually 'too forward' (e.g., Adler et al., 1992;Chambers et al., 2004;Currie et al., 2007;Merten, 1997;Read et al., 2011;Renold, 2000). ...
Status among peers, popularity in particular, is one of the central concerns for adolescents. While popularity dynamics have been extensively researched in ‘Western’ contexts, less is known about other geographical areas. The present paper is written to address this gap by investigating the gendered patterns of popularity discourses among sixth-grade students (age 12–14) in Central and Northern Hungarian primary schools. The research involved conducting focus-group interviews with 144 pupils in ten school classes with a large proportion of ethnic Roma and socially disadvantaged students. The analysis draws on a critical, primarily Foucauldian, understanding of discourse and power relations. Most of our findings are in line with the ‘Western’ literature. Popularity discourses of boys were related to traditional ‘masculine’ traits such as sports, physical strength, and dominance, while girls’ discourses were centred on physical appearance, verbal aggression, ‘arrogance’, and kindness. However, while for boys ‘sensitivity’, a lack of physical strength, and the inability to ‘protect oneself’ were considered ‘unmanly’, no similar discourses of ‘unfemininity’ emerged. In the case of girls, primarily ‘liking boys too much’ was disapproved, while aggression, ‘bad behaviour’, and academic disengagement were not. The paper also briefly covers the intersections of gender and Roma ethnicity.
... & Adler, P.A.; Kless, S.J.;Adler, P., 1992). Os indivíduos transgêneros contornam os modelos tradicionais de gênero, desafiam a "coerção normativa para atuar de forma dicotômica em relação ao gênero"(Peters, J. 2018). ...
Sobre a perspectiva de que se é cada vez mais difícil a inserção no mercado de trabalho, principalmente quando não há habilidades profissionais/educacionais suficientes, para solucionar o problema da marginalização laboral na maioria das empresas, estudamos a inserção das mulheres trans neste. Este artigo objetiva analisar a situação ocupacional de mulheres trans no contexto da pandemia de coronavírus. A pesquisa possui caráter descritivo bibliográfico, utilizando-se também o método dedutivo e, consequentemente, a análise de artigos, documentos e reportagens para a fundamentação do estudo. O problema da pesquisa busca responder: Quais são as barreiras que as impedem de entrar no mercado de trabalho no contexto da Covid-19? Os resultados da nossa pesquisa mostram que os principais fatores que dificultam a entrada de mulheres trans no mercado de trabalho dentro do contexto pandêmico são o preconceito de gênero familiar, a invisibilização social, a inobservância do Estado sobre a criação essencial de políticas públicas de inserção das mulheres trans aos ambientes educacionais de nível médio e superior, a marginalização e, à vista disso, a prostituição.
... The children know that particular behaviours and interests are connected to the specific gender (Puck & Welty, 2001). For example, as found in Niiranen (2016), young girls are directed toward certain types of play and provided with certain toys, which offer fewer opportunities for girls to develop technical knowledge and skills, which was also recognised in Adler et al. (1992) and Francis (2010). Hallström et al. (2015) found that preschool girls often have a particular purpose when building something they need in play; boys, on the other hand, more often see the construction process itself as the primary purpose of the play. ...
In Sweden, girls’ non-interest in technology education and technological careers has been a topic of focus for many years, both in general and in politics, and it has influenced how the subject has been taught in schools. The thesis aims to critically examine the ‘problem’ of the (non)technical girl. This is done through four different studies. The first explores girls’ (age 10-17) engagement and interest in technology, according to international scientific literature (Study I). It is followed by studies of girls’ (age 9-14) activities, self-image and performativity in technology education, both in and out of school (Studies II, III). Lastly, the theory and empirical findings on gender, technology, and the technical girl and their implications for technology and STEM education from the first three studies were applied in Study IV. The thesis uses a theoretical framework based on concepts from the philosophy of technology and gender theory, primarily the three gender levels: the symbolic, the structural, and the individual. Data collection includes participant observation and focus group interviews with girls who have participated in technology education and camp activities, and data analysis is carried out using thematic analysis and qualitative content analysis. The findings from the first study confirm the general pattern of girls’ lesser interest in technology and call for the need to add a gender perspective. In contrast, studies II and III highlight the complex inter-action between girls’ activities and self-image in technology. Although girls in study II con-firm prevailing gender norms around technology, the results also show ambiguity and resistance to stereotypes, primarily when they work together and engage in their tasks in technology. Study III shows ambivalence about the “girlification” of technology to suit girls, and emphasises that girls’ interest in technology extends beyond gendered activities. Study IV reveals implications for technology and STEM education, pointing to potential gender pit-falls and stereotypical responses. The discussion contributes new insights into girls’ perceptions of themselves as technical. It advocates for a gender perspective in technology education research to uncover social barriers hindering girls from embracing their technical abilities. The emphasis lies in questioning established ‘problems,’ challenging gender norms, promoting inclusivity, and recognising diverse interests and skills in technology.
... The support their institutions offer in the form of leadership, administrative policies, and resources can significantly impact both the personal and professional development of female educators. In addition, the experiences and perspectives of female educators may be shaped by sociocultural variables such as gender stereotypes, societal expectations, and the importance of maintaining a healthy worklife balance (Adler, et al., 1992;Chen et al., 2021). It may affect the academic abilities of female educators. ...
The research focuses on how many factors influence the academic competencies of female secondary school educators. The study set out to accomplish the research objective of identifying the factors that affect the competencies of female secondary school teachers. The study employed a descriptive research strategy. All female secondary school teachers in Central Punjab were included in the study population. Two hundred fifty female secondary school educators participated in the study. In order to get representative data from participants, the researchers used a random sampling method. In order to gather information from a research sample, a questionnaire was designed. Most study participants (93.6%) agreed that girls' schools impact female educators' abilities. Researchers found that all three contextual factors significantly affected how well women performed as secondary school educators.
... Whereas the same researchers found out that presumably, these outside forces have a positive influence, this study presumes that it is the negative ones. This is in line with the research findings of Kless (1992) which states that not all outsiders are welcomed in friendship for a reason that they can be significant sources of disputes, tensions, and conflicts between friends and that they could be a reason for a friendship to be easily decided to cease (Levinger, 1980). This result can also be supported by the theoretical framework used in this study, which is Steve Duck's (1982) phase model of relationship breakdown, particularly the social phase wherein people in a conflicting friendship made the conflict known to the public. ...
Friendship is said to be one of the most indispensable requirements of life for it gives us empowerment in many forms. Nonetheless, no matter how beneficial it is for us, it is just undeniably realistic that it has its own ending point considering many factors. And so, friendship was explored in terms of its formation and its maintenance and how they fueled its unfortunate dissolution. There was a total of 11 informants who responded through in-depth interview. Results showed that deep connections of friendship were formed through commonalities, shared experiences, intimacy, early year foundation, and open communication. Friendship maintenance include trust and intimacy which can be developed through the following strategies namely, self – disclosure, honesty, tolerance, constant communication, frequent bonding, and unconditional support. Other findings on why the relationship terminated were due to betrayal, third party, and personal conflict which accordingly resulted into experiencing of unpleasant emotions.
... Ahli sosiologi cenderung menggunakan istilah "peranan gender" dan bukannya "peranan seks", kerana pemahaman sosiobudaya gender dibezakan daripada konsep biologi seks (Lindsey, 2015). Dalam sosiologi gender, proses di mana seseorang individu belajar dan memperoleh peranan gender dalam masyarakat dinamakan sosialisasi gender (Adler, Kless & Adler, 1992;Dill & Thill, 2007;Dietz, 1998). ...
Pembangunan gender merujuk kepada proses di mana individu memperoleh pemahaman tentang identiti gender mereka sendiri dan norma dan peranan masyarakat yang dikaitkan dengan gender yang berbeza. Ia merupakan suatu bentuk interaksi kompleks di antara faktor biologi, psikologi dan sosiobudaya. "Pembangunan gender" sebagai konsep yang merujuk kepada proses di mana individu memahami, menghayati dan menyatakan identiti gender mereka. Ia merangkumi aspek kognitif, emosi dan sosial tentang cara orang melihat diri mereka dari segi gender mereka dan cara mereka berhubung dengan norma dan peranan gender yang ditetapkan oleh masyarakat mereka. Keperluan dalam merekodkan kesemua konsep-konsep pembangunan gender dalam membolehkan pemahaman yang lebih mendalam. Kepelbagaian konsep pembangunan gender yang wujud memerlukan penulisan sebuah kertas konsep dalam merekodkan kesemua konsep yang wujud secara bersama. Penulisan ini merupakan sebuah kertas konsep yang akan menyenaraikan konsep-konsep pembangunan gender yang wujud menerusi gabungan pelbagai kajian luar dan tempatan. Kertas konsep sebegini dapat menyumbang kepada ilmu pengetahuan terutama dalam menjadi panduan kepada pelajar, para akademik, pembuat polisi, untuk mengetahui tentang konsep-konsep pembangunan gender yang wujud.
... Cohen et al. (1994) have similarly found that being gifted provides an advantage in peer relationships at an early age. Generally, the literature emphasizes that gifted students lose this advantage as they grow older and may sabotage themselves by experiencing the forced choice dilemma (Adler et al., 1992;Brown & Steinberg, 1990;Foust et al., 2008). Jung et al. (2011) reported that the forced choice dilemma is more frequently observed in gifted individuals during early adolescence (compared to late adolescence). ...
Forced choice dilemma (FCD) is defined as a conflict between gifted students' urges to strive for social acceptance and to pursue higher levels of achievement. In this narrative review, we presented a groundwork for forced choice dilemma and argued that this dilemma is mostly a cultural construct. The forced choice dilemma experienced by gifted students has not been widely recognized in the literature. Therefore, we proposed several strategies to address this complex issue. The existing literature has few studies that investigate the frequency, prevalence, and types of student abilities in which the forced choice dilemma is observed in different genders. The lack of research on this topic emphasizes that the forced choice dilemma's gender differences, prevalence, and situations in which it occurs need broader research. Such studies can aid educators and mental health professionals in offering better support to gifted students in their academic and social growth, customizing interventions and programs to individual requirements and contexts. Keywords: forced choice dilemma, giftedness, stigma of giftedness paradigm, big fish in the little pond effect, social comparison theory, peer relationship.
... However, it has been observed that gender stereotypes present in textbooks often provide extensive material for children to form gender stereotypes and develop a sense of maleness and femaleness, influencing their behavior [13]. This phenomenon has been widely documented in previous studies, where school texts reinforce gender stereotypes [13][14][15][16][17][18][19][20]. Illustrations in textbooks are of particular significance, as they define standards for feminine and masculine behavior [12,21]. ...
Textbooks serve a pivotal role in individuals' development, often presenting gender stereotypes that significantly influence childrens perceptions. This study explores gender stereotypes in Chinese textbooks, focusing on how these stereotypes differ based on target gender and the domain of traits. The research examines gender stereotypes across various trait domains within 274 illustrations from 12 Chinese language textbooks. A coding scheme was developed to identify gender stereotypes about boys and girls in different trait domains, such as hairstyle, occupations, and color schemes. The results reveal a significant presence of gender stereotypes, with no variation between different genders but a notable difference among trait domains in the textbook illustrations. These findings suggest that Chinese language textbooks consistently depict significant gender stereotypes for boys and girls but vary based on the specific characteristics implied by the illustrations.
... Research studies from a number of countries show that girls outperform boys at school, college and university level examinations. McDowell (2000) and Hung, Yoong, and Brown (2012) in the United Kingdom; Peter and Hull (1969) and Bae, Choy, Geddes, Sable, and Snyder (2000) in the United States of America; Steele (1997) in Japan; Adler, Kless, and Adler (1992). and Whitney and Smith (1993) in Australia, Allen (1992) in Germany and Mickelson (1989) in France found that girls outperform boys in education. ...
In this paper, we highlight and present a nuanced picture of girls' outperformance and boys' underperformance in education in the urban centres of Pakistan. This is a very interesting and remarkable gender reverse trend in education performance in the dominated socio-cultural context of Pakistan. The paper takes into account the annual results of two examination boards: a) Board of Intermediate and Secondary Education (BISE) Peshawar and b) Board of Intermediate and Secondary Education (BISE) Faisalabad, Pakistan. Employing content analysis techniques, we have examined young boys' and girls' educational performance in secondary school certificate (SSC) and higher secondary schools certificate (HSSC) examinations from 2002 to 2016. The paper takes into account the first three positions as an indicator of outperformance. The paper simply highlights the trend of structure transformation and does not inquire about reasons for boys' underperformance and girls' outperformance. The study findings suggest that girls are outperforming boys in the urban centres of Pakistan.
... With respect to gender-based differences in sibling conflict, it is possible youth react differently to the camp experience because camp is delivered in a way that aims to evoke emotions and is centered around intimacy and emotional connections with siblings. Previous research suggests that gender socialization may affect behavior, social engagement, and identity formation (Adler, Kless, & Adler, 1992;Kools, 1997;Unrau, Seita, & Putney, 2008). In the context of camp-based reunification, this could influence youth's ability to authentically engage in the elements of camp focused on emotional connection and sibling bonding. ...
Camp-based reunification is a developmentally informed approach to strengthen the relationships of siblings in out-of home care. Little is known about the collective impact of these programs, or if there is a benefit to multiple camp experiences. To address this, data were collected from 2,260 youth who were campers at one of 16 sibling reunification programs in the U.S. or Australia between 2013-2019. Increases in resilience, decreases in sibling support, and decreases in sibling conflict were observed among first-time campers. For repeat campers, changes to resilience were greatest during youths’ first year of camp. Recommendations for research and practice are provided.
... Boys initiate more conflicts than girls and are more likely to solve those conflicts with physical aggression or threats (42). Astudy (43) which examines popularity's role in the gender socialization of elementary school children, concludes that boys attain popularity because of athletic ability, toughness, cross-gender relational skill, while girls obtain popularity due to attractiveness, social skills, and academic achievement. Hughes and Leekam (44), mention in their review: "Evidence shows that for both typical and atypical populations this relationship is neither uniform, nor unidirectional. ...
The purpose of this study is to
investigate the effectiveness of theory of mind
training in terms of improving the sociability of
students with intellectual disability.
The method used for this study was an
experimental one, consisted of pre-test and a
post-test with a control group. Thirty male and
thirty female students with intellectual
disabilities from two different primary schools
were considered in this study. The participants
were chosen by the multi-stage cluster sampling
method.
Two experimental and two control groups were
randomly selected from these students; one
experimental and one control group for girls
and the same for boys. Nine training sessions
were designed for the experimental groups
while the control groups took part in their daily
school program.The results of this study showed that the scores
for socialization in the experimental groups
were significantly higher than the ones in the
control groups (p<0.05).
In this study, training theory of mind tasks led
to the improvement of socialization skills in
students with intellectual disabilities.
... The importance of interpersonal qualifications in the construction of attractiveness is made evident; it is a psychological phenomenon that has been amply studied (Adler et. al, 1992). The social representation of the men that take a stance as feminists is a question of great interest to understand the position and the possibilities of action. ...
El rol de las masculinidades en la superación de la violencia de género ha sido estudiado en diferentes investigaciones. Sin embargo, el papel de las nuevas masculinidades en la superación de la violencia desde una perspectiva intercultural no ha sido tratado en profundidad. Este artículo presenta el estado actual de los estudios sobre las nuevas masculinidades, con el objetivo de aclarar qué modelos de masculinidad ofrecen posibilidades interétnicas para la superación de la violencia. Para ello, se ha realizado una revisión de la literatura científica en bases de datos internacionales de referencia. En primer lugar, se presenta la dicotomía entre el modelo hegemónico de masculinidades que perpetúa la violencia y la desigualdad, pero es socialmente atractivo, frente a los modelos de masculinidad que han logrado grandes cambios en términos de superación de la desigualdad, pero sin atractivo. En la segunda sección, se describe cómo el nuevo modelo de masculinidad alternativa combina la ética y el deseo, superando así el doble estándar entre ambos. Esto representa posibilidades para los hombres que quieren contribuir a la superación de la violencia de género participando en relaciones más igualitarias que unen la ética y la pasión. Se presentan estudios interétnicos que se basan en este nuevo modelo de masculinidad alternativa y que además rompe con la hegemonía blanca, rompiendo así los prejuicios racistas y ofreciendo aún más posibilidades desde esta diversidad cultural
... At the same time, the relationship between parenting and children's behavior is complicated as children also shape their parents' behavior (Patterson, 1976). Models of childhood socialization have long rejected the notion that children are passive receptors but instead are actively engaged in a highly dynamic socialization process (Dreitzel 1973; also see Adler, Kless, and Adler 1992). We should also be clear that, to date, there are no empirical studies that specifically examine whether parenting styles influence the onset of WSE as opposed to more generic delinquency and criminality. ...
... Bullying in schools should also be understood as capturing the socialization process through which masculinity norms are imposed and transmitted to younger generations. Peers at school are a major influence on the development of gender normative behavior in childhood and adolescence (Adler et al., 1992;Leaper & Farkas, 2014). ...
Unlabelled:
We document the historical roots and contemporary consequences of masculinity norms-beliefs about the proper conduct of men. We exploit a natural experiment in which convict transportation in the 18th and 19th centuries created a variegated spatial pattern of sex ratios across Australia. We show that in areas with heavily male-biased convict populations, relatively more men volunteered for World War I about a century later. Even at present these areas remain characterized by more violence, higher rates of male suicide and other forms of preventable male mortality, and more male-stereotypical occupational segregation. Moreover, in these historically male-biased areas, more Australians recently voted against same-sex marriage and boys-but not girls-are more likely to be bullied in school. We interpret these results as manifestations of masculinity norms that emerged due to intense local male-male competition. Once established, masculinity norms persisted over time through family socialization as well as peer socialization in schools.
Supplementary information:
The online version contains supplementary material available at 10.1007/s10887-023-09223-x.
... An important factor to take into account when examining social acceptance in the PE context is children's perceived physical competence: children's belief in and awareness of their own capabilities regarding physical tasks and situations [16]. Although actual physical competence is seen as a prerequisite for successful performance in physical activity contexts, thereby, being a determining factor in primary school children's social acceptance [10], perceived physical competence is thought to be linked to children's social acceptance as well [17][18][19][20][21]. That is, perceived physical competency is considered a key factor in children's experiences during physical activity [22] and several studies have suggested that children's perceived competence mediates the relation between children's actual physical competence and physical activity behaviour [23][24][25][26][27][28][29], underlining the important role that perceived physical competence plays in children's (physical) development. ...
This study examined relations of primary school children’s perceived physical competence and sports participation (frequency and type) with social acceptance in the regular classroom and physical education (PE) and whether these relations differed depending on the type of sport children participated in (team vs. individual sports). In total, 182 children (48.9% boys, mean age 9.90 years, SD = 1.23) filled out questions on their perceived physical competence and sports participation and indicated three peers with whom they liked/disliked working in PE and the regular classroom. Multilevel structural equation models in Mplus showed that frequency of sports participation was positively related to social acceptance in the context of PE. Additionally, for children in team sports, the frequency of sports participation was related to their social acceptance in PE, whereas for children in individual sports, perceived physical competence was related to social acceptance in PE. No relations were found in the regular classroom. Relations of perceived physical competence and sports participation with social acceptance seem to depend on the school context and the type of sport involved. In designing PE classrooms, children’s physical competence and sports participation seem essential factors to take into account to provide all children with positive social experiences.
... Differences of top managers in terms of antecedents like observable characteristics (e.g., age and education) and psychological attributes (e.g., cognitive biases and values) influence the top manager's constructed reality, the top manager's cognition, evaluation of alternative options, and as such strategic choices (Heavey and Simsek 2017;Finkelstein et al. 1996;Venugopal et al. 2018). Gender roles and their evolvement over the last decades (Eagly et al. 2020) have attracted research attention in various social settings like family (Perry and Pauletti 2011), school (Adler, Kless, and Adler 1992;Spinath et al. 2014), or work environments (Lester 2008;McIlwee and Robinson 1992). Similarly, TMT researchers have scrutinized the effect of gender diversity in top management (Croson and Gneezy 2009;Tate 2005, 2008;Malmendier et al. 2011). ...
This paper reviews research on cognition and gender diversity in top management teams (TMTs) with a focus on identifying linkages among those two constructs. We suggest that while TMTs in general have attracted extensive research attention, the linkages between TMT cognition and gender diversity offer a largely neglected vantage point for understanding TMT decision-making, and feature opportunities for theoretical and methodological progress. This review of studies published in FT-50 journals from 1990 to 2022 is focused on how team gender diversity affects team cognition—building on the notion that teams are more than the aggregation of their elements. By developing a stage-based research agenda, we derive intriguing research questions that help exploring the cognition–diversity link in teams at different stages of the decision-making process.
... Some societies on the other hand, identify over five genders while some non-Western societies identify three genders which they recognize as man, woman, and third gender (Trumbach, 2014). However, some transgender people do not believe that they are of a separate (third) gender and only identify as either male or female because they do not want to be classified under gender stereotypes (Adler & Kless, 2012;Lopez, 2016). ...
The issues of sex, gender and representation have garnered a lot of researchers’ attention and continue to be topics of global concern. Hollywood, Bollywood and Nollywood film industries stereotype women and place them under the ‘male gaze’ as identified by feminist theorists like Laura Mulvey. The objective of this thesis is to comparatively analyze how women are represented in Hollywood, Bollywood and Nollywood 2019 films that have women occupying the major roles based on their physical appearance, dialogue and the roles they play using textual analysis. The thesis is anchored on the objectification theory and the male gaze theory and concludes that there is a similitude in Hollywood and Bollywood in their positive representation of women even though supporting actresses only get passive roles while in Nollywood women are still objectified even when the supporting actresses get active roles. It is recommended that more female filmmakers should be supported off-screen especially in the Nollywood film industry who can paint positive images of women on-screen because this will greatly contribute to the elimination of gender disparity and the emancipation of women in the global sphere. This thesis identifies the female gaze, that is the opposition of the male gaze and the representation of men in films as a pertinent area that researchers should investigate.
... Bu durumu Gök (2004), ataerkil sistemin kadına dayattığı ev işi ve çocukların bakımı, ev hizmetinin etkisi olarak ifade etmiştir. İlköğretim okullarının, kültürel olarak şekillendirilmiş cinsiyet ilişkilerini oluşturmada güçlü yerler olduğu (Adler, 1992) ve çocuklara içinde bulundukları dönemde yaşadıkları toplumun sosyal değerlerini ve normlarını kazandırma gücüne sahip olduğu (Michel, 1986) düşünüldüğünde ders kitapları ve öğretim materyalleri bu amaca hizmet eden kaynaklar olarak karşımıza çıkabilmektedir. ...
Bu çalışmanın amacı Sosyal Bilgiler ders kitaplarındaki metin ve görsellerde toplumsal cinsiyet rollerine nasıl yer verildiğini belirlemektir. Araştırma nitel araştırma yöntemlerinden doküman incelemesi yapılarak yürütülmüştür. Bu amaçla ilköğretim 4.sınıf Sosyal Bilgiler ders kitabı toplumsal cinsiyet rolleri bağlamında incelenmiştir. Çalışmada doküman olarak, Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığının 28 Mayıs 2018 tarih ve 78 sayılı kararıyla 2018-2019 öğretim yılından itibaren beş yıl süreyle ders kitabı olarak kabul edilmiş olan İlkokul 4. Sınıf Sosyal Bilgiler Ders Kitabı incelenmiştir. Kitaptaki metin ve görsellerdeki toplumsal cinsiyet rollerinin belirlenmesi için betimsel analiz yöntemi kullanılmıştır. Kitapta 234 insan görseli olan fotoğraf bulunmakta ve bu fotoğraflarda yer alan 555 görüntüde cinsiyete özgü rol atfedilmektedir. Kitaptaki görseller, görselle ilişkili metinlerin incelenmesi yoluyla gerçekleştirilmiş ve sonuç olarak cinsiyete özgü rollerin, “ev dışı roller”, “meslek rolleri”, “ev içi roller” olmak üzere 3 başlık altında yer aldığı görülmüştür. Ayrıca ders kitabını okutmuş olan 3 kadın, 3 erkek olmak üzere 6 öğretmen ile görüşme yapılmış, İlkokul 4. Sınıf Sosyal Bilgiler Ders Kitabında toplumsal cinsiyet rollerine dair görüşleri alınmıştır. Çalışmada 4.sınıf Sosyal Bilgiler ders kitabında erkek figürüne, kadın figüründen daha fazla yer verildiği, kadına ev içi rollerde ve erkeğe ise ev dışı rollerde daha fazla yer verildiği, erkeğe, kadından daha fazla meslek atfedildiği, kadının ev içi işlerde, erkekten daha aktif kılındığı ve birçok ev içi iş sorumluluğunun kadına yüklendiği sonucuna ulaşılmıştır.
... Lastly, future research can also try to address some of the apparently conflicting results of this work. We found that the popular students showed some of the antisocial behaviors (i.e., behavioral problems in school) typical of the broader sociological perceived popular students (Adler et al., 1992), but not found in the prosocial subtypes of popular students (e.g., Rodkin et al., 2000). It could be that in adolescence those with higher popularityregardless if attained with or without aggressivitywould normatively show some rebellious and antisocial behaviors, but future studies needs to verify this claim. ...
Peer status – the regard other group members have of an individual – is fundamental for youth development. Different research traditions developed independent theoretical frameworks conceiving the dimensions underlying social status, and this led to identifying a variety of peer status prototypes. In this work, we explored whether a classification based on the four dimensions of popularity, aggression, dislike, and victimization could integrate the scattered peer status profiles found in the different traditions. A latent profile analysis on 16,224 European students identified the peer status prototypes of popular, bullies, disliked, victims, and average students. Both the peer‐ and self‐reported correlates supported that the five profiles accounted for the large variety of the students' profiles in the literature. These findings suggest that the adoption of a multidimensional approach supported by advanced statistical procedures could identify students' peer status profiles more effectively, replacing classifications based on cutoffs, and leading to a unified students' classification.
... Identity construction becomes a reflexive process made up of observations (Bussey and Bandura, 1999;and Bandura, 2005) and experiences of the sexual differentiation of tasks, construction of gender, and definitions of acceptable behavior. Preschool education with segregated sexual cultures, distinct and autonomous peer cultures, use of gender labels, differentiated distribution of resources and gender-based classroom structures increase the development of rigid stereotypes (Adler et al.,1992;Solbes-Canales et al., 2020;and Charles and Bradley, 2009). These act as drivers for adherence to cultural-specific gender beliefs, culturally appropriate gender roles, gender norms, desire and extrinsic motivation for gender-normative and gender-appropriate behavior. ...
With progress in the fight for workplace equality for employees who do not have a cisgender identity, discrimination towards members of oppressed social classes is slowly becoming more covert. The paper studies two groups of stakeholders in organizations, non-cisgender employees and HR personnel, across multiple sectors to understand the provisions, challenges and implementation needs of such employees. Provisions and needs of non-cisgender employees as organizational members were studied. These included the sufficiency of imperative workplace facilities, provisions and policies for inclusion, the facilities and provisions for equal compensation, maternity and parental benefits, and remote working conditions. Anti-harassment and anti-sexual harassment policies in the workplace, along with the willingness to report any incidents, were included. The importance of inclusivity as practiced in the organization and measures like allyship has been studied. HR managers were asked about the feasibility of implementation of progressive measures that help non-cisgender employees through infrastructure and anti-discrimination policies, inclusivity measures, bias at the workplace, measures to counter and prevent sexual harassment and abuse, allyship and creation of a noncisgender friendly culture at their workplace. It was found that basic resource allocation and allyship can be facilitators for inclusivity.
... This is important but should not be seen as something qualitatively 'new' in masculinity constructions, since it has long been pointed out that it is more acceptable for girls to act like boys since boys are higher status, but not vice-versa (Frosh et al., 2002). Adler, Kless and Adler (1992) reported similar findings three decades ago. ...
Nuancing Young Masculinities tells a complex story about the plurality of young masculinities. It draws on the narratives of Finnish young people (mostly boys) of different social classes and ethnicities who attend schools in Helsinki, Finland. Their accounts of relations with peers, parents, and teachers give insights into boys’ experiences and everyday practices at school, home, and in leisure time. The theoretical insights in this volume are wide-ranging, illuminating the plurality of masculinities, their dynamism, and intersections with other social identities. The young people’s enthusiastic and reflexive engagement with the research dispels stereotypes of boys and masculinities and offers a unique and holistic re-imagining of masculinities, Nuancing Young Masculinities provides a nuanced and compelling understanding of young masculinities.
... Participant observation is the primary data collection method used by ethnographers and involves data collection through involvement in or exposure to the routine activities of research participants in natural settings (Atkinson et al., 2012;Adler, Kless, & Adler, 2006;Prus & Jorgensen, 2006;Kawulich, 2005;Gans, 1999). DeWalt and DeWalt (2010:VII) state that participant observation involves "actively looking, improving memory, informal interviewing, writing detailed field notes, and perhaps most importantly, patience." ...
This study examines processes of early marriage decision-making processes within families and across different caste groups in rural Punjab, Pakistan, and analyses these dynamics in relation to state and non-state women’s empowerment and gender equality policies and programmes. The study draws on feminist standpoint theory, Bronfenbrenner’s Ecological Framework Theory and Bowen’s Family Systems Theory. Ethnographic methods were used to gather primary data over a period of nine months. In addition, relevant policy and legislative state-level documents and project documents of two non-state organizations working in the research village were analysed using feminist critical frame analysis.
My analysis reveals the central role played by paternal grandmothers in early marriage decision-making processes, but only to the extent that these met the approval of paternal grandfathers, fathers, and elder brothers of the intended bride. A bride’s mother only seemed to participate in marriage decision-making if they were financially independent or had grown-up and ‘earning’ sons. On occasion, the intended bride could participate in decisions ‘when’ to marry, while intended grooms could indicate their ‘readiness’ for marriage, thereby controlling not only decisions as to ‘when’ to marry but, at times, also ‘whom’ to marry.
I conclude by arguing that to develop more comprehensive understanding of early marriage decision-making processes, it is necessary to (i) look beyond the father, and beyond the family, and (ii) attend to shifts in women’s relative power as their position in the family changes. I offer a series of recommendations to better align state and non-state policies and interventions with early marriage decision-making processes.
... These attributes are consistent with those found in studies of adolescent boys (e.g. Adler et al., 1992;Closson, 2009) as well as college men (Shim & Ryan, 2012), but the limited options for pursuing high-profile sports in college likely allows other skills and talents to be seen as even more valuable in emerging adulthood. High school boys who are funny or talented may be overshadowed by their athletic peers, but college men with these attributes may have the opportunity to stand out more. ...
The transition to emerging adulthood is accompanied by shifts in social ecology that influence the attributes that garner popularity among peers. The goal of this study was to compare descriptions of popular high school and college peers. Participants were 218 college undergraduates (70% female, mean age 19.6 years) at a large, public Midwestern university. Participants provided descriptions of their popular male and female college peers, and retrospective descriptions of their popular male and female high school peers. Descriptions were coded into one of 11 content categories and rated for their valence. Popular high school students were described in terms of their appearance, wealth, and athletic ability. Popular college students were described in terms of their prosocial behavior, peer interactions, social competencies, and involvement in campus groups. Emerging adulthood may bring a shift in the meaning of popularity toward more prosocial attributes and behaviors that facilitate the development of positive relationships with others.
A sociological perspective complements the conceptualization of children's friendships provided by other social science disciplines. Psychologists examine individual‐level traits that affect a child's friendliness and popularity. Researchers in human development consider the role children's friendships play in the transition from early childhood to adolescence. Anthropologists identify cultural factors that influence and give meaning to children's friendships. In contrast, sociologists examine how social organization and social structure affect children's friendships.
Despite acknowledgments of sport as a legitimate focus of sociological analysis from early thinkers such as Spencer, Simmel, Weber, Scheler, and Mead (Luschen 1980), the lack of theoretical development in sport studies has been well documented (Frey & Eitzen 1991), although there appears to be increased movement toward the generation and integration of more theoretically driven work.
Although sociologists have examined the institution of sport in relation to other social institutions and analyzed inequality in sport empirically, theoretical work in the field of the sociology of sport is limited. Examples of theoretical contributions include utilizing Bourdieu's perspective to discuss sport within a framework that takes into account history, social class, and prevailing economic systems. Sociologists have also applied feminist theory, critical race theory, Marxist theory, and social learning theory to understand inequities in sport. However, there are several substantative areas of theoretical thought that could improve the way sport is understood. Specifically, the political nature of sport, sport as art, and the moral assumptions embedded in sport should be examined. The political nature of sport includes understanding the intersection of sport and global politics and the similarities between sport and war. Sport as art includes understanding the creativity, competancy, spontaneity, and emotional qualities of sport. Moral assumptions embedded in sport include understanding how sport embodies and impresses assumptions about human nature and moral order. In order to fully understand the relationship of sport and society, a greater development in these areas and further application of dominant social theories to the field is necessary.
The Oxford Handbook of Sport and Performance Psychology includes the latest research and applied perspectives from leaders in the field of performance psychology, presenting sport and performance psychology from myriad perspectives. It looks at individual psychological processes in performance such as attention, imagery, superior performance intelligence, motivation, anxiety, confidence, cognition, and emotion. Articles also consider the social psychological processes in performance including leadership, teamwork, coaching, relationships, moral behavior, and gender and cultural issues. The book further examines human development issues in performance, such as the development of talent and expertise, positive youth development, the role of the family, the end of involvement transitions, and both youth and masters-level sport and physical activity programs. Finally, the text looks at interventions in sport and performance psychology and counseling of performers in distress including such important issues for all performers as: appearance- and performance-enhancing drug use, injuries, managing pain, eating and weight issues, burnout, and the role of physical activity in maintaining health. The articles collected here also cover the history of sport and performance psychology; the scope and nature of the field; ethical issues in sport and performance psychology; performance psychology in the performing arts and other non-sporting fields; perfectionism and performance; the role of the performance coach and of the sport psychologist with a coach and team; supervision; and a look ahead to the future of the field.
Die Schulklasse kann als Paradefall der ambivalenten Bedeutung von „Peers“ angesehen werden: Es handelt sich keineswegs durchgängig um Freunde, aber doch um diejenigen, auf die man sich tagtäglich beziehen muss, zu denen man sich in ein Verhältnis setzen muss und an denen man sich in alltäglicher Interaktion orientiert. Die Darstellung konzentriert sich auf Studien, die mittels ethnografischer Beobachtung und Analyse die Regeln und Relevanzen der Peer-Kultur von Schülerinnen und Schülern im Rahmen der Schulklasse zu rekonstruieren trachten. Der Schwerpunkt des Beitrages liegt auf Studien zu schulischer Peer-Kultur, die im Kontext der neueren Kindheitsforschung entstanden sind; diskutiert werden aber auch Befunde zum Zusammenhang von Peer-Kultur und Unterricht.
Background
When parents in the United States choose to send their children to religious schools or to home school, they are often motivated, at least in part, by a desire to transmit religious beliefs to their children. These religious beliefs may in some cases promote traditional gender roles that are built into religious tenets, practices, and subcultural identities.PurposeWith this in mind, we examine whether religious schools act as distinct sites of religious gender socialization by considering the following questions: (1) do Americans who attend religious high schools and homeschools hold more conservative gender-role beliefs later in life compared to their public school peers? and (2) does attending a religious school have a differential effect on gender beliefs for men or women?Methods
We use data from the Cardus Education Study—the largest nationally representative survey that includes religious high school and home school graduates as well as measures of religiosity—and logistic regression to explore the gender-role beliefs of 24–39 year olds who graduated from conservative Protestant, Catholic, public, and home schools.ResultsGraduates of the different religious school sectors we examined varied in their tendencies to hold more traditional gender-role beliefs. Specifically, we find that graduates of conservative Protestant schools and home schools held more conservative gender-role beliefs than graduates of other sectors. In contrast, Catholic school graduates—particularly female graduates—held more egalitarian beliefs compared to the other sectors.Conclusions and ImplicationsIn light of these findings, we discuss potential mechanisms within school environments that may contribute to the enactment of gender and religion. We extend empirical and theoretical knowledge about gender socialization, an area of critical importance given its ability to influence people’s aspirations, choices, and life outcomes as well as social norms and policies.
Scholars find that social dynamics in online environments help explain variation in cyberbullying victimization. The current study examines how students’ in-person activities at school shape the odds of cyberbullying victimization. This focus is motivated by opportunity theory, which emphasizes that victimization can be shaped by involvement in dangerous activities, exposure to potential aggressors, and the suitability of targets in the eyes of potential aggressors. Key aspects of the students’ in-school activities include involvement in fighting and participation in various extracurricular activities. These elements are analyzed using data from the 2013 School Crime Supplement to the National Crime Victimization Survey based in the United States. Findings indicate opportunity theory is applicable to explaining cyberbullying victimization regarding exposure to aggressors via extracurricular activity participation at school.
Role identity meanings consist of two dimensions: a conventional dimension (representing role identity meanings that are socialized via society or the collective) and an idiosyncratic dimension (representing unique or individual identity meanings one defines for engaging in a role). In the identity literature, these distinctions have mostly been theoretical and assumed. However, recent empirical research has begun to examine how the balance of conventional versus idiosyncratic role identity meanings functions within the self. In this article, we contribute to the literature by presenting the results of a study that examines how the balance of conventional versus idiosyncratic role identity meanings relates to identity commitment. We administer a survey to 934 study participants that measures the conventional/idiosyncratic balance and commitment to the student, worker, and friend role identities. Our results show that, generally, the more conventionally defined one's role identities, the greater one's commitment to the identities.
Museums and Social Responsibility examines inherent contradictions within and effecting museum practice in order to outline a museological theory of how museums are important cultural practices in themselves and how museums shape the socio-cultural dynamics of modern societies, especially our attitudes and understandings about human agency and creative potential.
Museums are libraries of objects, presenting thematic justification that dominant concepts of normativity and speciality, as well as attitudes of cultural deprecation. By sorting culture into hierarchies of symbolic value, museums cloak themselves in supposed objectivity, delivered with the passion of connoisseurship and the surety of scholarly research. Ulterior motives pertaining to socio-economic class, racial and ethnic othering, and sexual subjugation, are shrouded by that false appearance of objectivity. This book highlights how the socially responsive practitioner can challenge and subvert taken-for-granted motivations by undertaking liberatory museum work that engages subaltern narratives, engages historically disadvantage populations, and co-creates with them dialogical practices of collecting, preserving, exhibiting and interpreting. It points to examples in Africa, Asia, Europe, and the Americas, not as self-contained entities but as practices within a global web of relationships, and as microcosms that define normality and abnormality, that engage users in critical dialogue, and that influence, are conditioned by, and disrupt taken-for-granted understandings and practices of class, ethnicity, sex, gender, thinking and being.
Rurality in French geography is often considered as lagging behind in terms of social progress compared with urban dynamics. LGBTQ issues proven, however, to exist in these areas and deserve to be considered. This article presents how one can study LGBTQ sexualities and identities building during adolescence by teaching middle and high-school students, considering teenage years are key moments in self-construction. As a PhD student and a teacher, I present a diversity of scientific and geographic protocols I have used to collect data on how adolescents in a rural area relate themselves with LGBTQ matters while teaching them about sexuality and gender equality through the lens of space. It reveals how LGBTQ sexualities and identities are deeply intertwined into adolescents’ cultural references and ways of thinking even in very conservative areas and also shows the importance of the education community in providing answers.KeywordsAdolescenceQueer geographyDidacticsPedagogyFrench geography
Gender-typical characteristics are associated with popularity and acceptance, suggesting that gender typicality is an important component of how adolescents are perceived by peers. The current study addressed the contributions of self- and peer-perceived gender typicality in predicting popularity and liking among same- and other-sex peers. Participants were 131 7 th and 8 th graders from a rural, midwestern school. Same- and other-sex peer status were measured via peer nominations; gender typicality was measured via both peer nominations and self-report. Hierarchical regressions showed that self-perceived gender typicality was negatively associated with popularity among other-sex peers, and it was not closely tied to liking by same- or other-sex peers. Peer-perceived gender typicality was positively associated with liking by same-sex peers, and strongly associated with popularity among both same- and other-sex peers. The findings also suggest that gender typicality plays a more significant role in reputational, power-based status than it does for being liked.
Status among peers likely continues to play a role in social functioning and well-being beyond adolescence. This study examined how emerging adults in tertiary education defined popularity, and their beliefs regarding aggressive and prosocial behaviors affording status. The role of status motivation, own status, and gender in these definitions and beliefs were explored. Emerging adults primarily associated popularity with being central, liked, and respected. Gender prototypical features (attractiveness and likeability for women; power and centrality for men) were associated with high popularity. Compared to adolescence, popularity in emerging adulthood was associated more with likeability and less with attractiveness, power, fitting in, or antisocial behavior. Prosocial behavior, openness, extraversion, and dominance were identified as the most important ways to acquire popularity. The findings indicate that popularity is relevant to emerging adults and offer several directions for future research in order to benefit the social well-being of emerging adults in tertiary education.
In the last years clustering and classification approaches have been proposed
by the knowledge engineers in the context of e-learning technologies. These
approaches offer intelligent methodologies, techniques, and algorithms
that can help solving problems in a variety of education/learning/training
domains. These techniques have been successfully used in solving many of the
e-learning problems. This paper discusses the benefits of the clustering and
classification approaches in the context of smart learning environment.
Three membership roles adopted by researchers in studying young children are considered: a detached observer, a semiparticipatory and a complete involvement role. The complete involvement role, that of least adult, is discussed as a research role emerging from Mead's philosophy of action. Dilemmas of being “least adult,” including role identification, following the children, understanding children's language, screening out noise, role testing, rapport, and acquiring access rituals are explored.