A Longitudinal Investigation of Gender Role and Muscle Building in Adolescent Boys

Boys’ use of muscle building techniques during early adolescence is poorly understood. The present study investigated the impact of gender role intensification, investment in muscular media images, appearance social comparison, and attitudes concerning muscularity on the use of muscle building techniques. Middle school boys (N?=?143; M _age?=?12.92 years) from the Midwestern United States completed questionnaires. They were re-assessed 7 months later. Structural equation modeling indicated that gender role intensification as well as Time 1 media investment, and social comparison predicted Time 2 media investment in the muscular ideal which was in turn correlated with Time 2 muscle building. Implications for prevention of body image problems and muscle building among boys are discussed.     

A Longitudinal Investigation of Sport Participation, Peer Acceptance, and Self-esteem among Adolescent Girls and Boys

The present investigation was designed to explore the relations between sport participation, peer acceptance, and global self-esteem. Peer acceptance was considered as a possible mediator of the relationship between sport participation and global self-esteem. The sample included girls (N?=?4,689) and boys (N?=?5,811) between the ages of 12 and 21 (M?=?15 years) who were part of the National Longitudinal Study of Adolescent Health. Analyses revealed that peer acceptance partially mediated the relation between sport participation and global self-esteem for girls as well as boys. Findings suggest the importance of considering how sport participation and self-evaluations in particular domains may contribute to global feelings of self-worth. The role of peers in this relationship is discussed in relation to changing social attitudes about girls’ sport participation.     

Widening the Gender Gap: Teenage Magazines for Girls and Boys

The socialization of teenage girls throughmagazines aimed at this specific group is a well-studiedphenomenon. In general, magazines for teenage girls arevery gender stereotypic. The appearance of a publication for teenage boys allowed us to study whetherthis magazine is also gender stereotypic or whether manyfeatures are simply age specific. Six issues each of agirls' and a boys' magazine from the Netherlands were analyzed. The content of the issues andlanguage use in the introductory sections of articles onsex and relationships were studied. Results showed thatthe global content of the magazines is similar: both pay attention to physical appearance andrelationships with the opposite sex, although todifferent degrees. However, the specific content of theitems is often gender stereotypic. The language use in the two types of magazines is alsodifferent, with the girls' magazine using more emotionwords and the boys' magazine using more cool, toughwords.     

Bashful Boys and Coy Girls: A Review of Gender Differences in Childhood Shyness

Shyness is a temperamental trait characterized by a fear of novel social situations and self-consciousness in situations of perceived social evaluation. From early childhood to adolescence, shyness is associated with a host of negative outcomes including poor peer relationships (e.g., exclusion, victimization), internalizing problems (e.g., anxiety, depression), and school adjustment difficulties (e.g., lack of academic success, school avoidance). It has been suggested that shyness may be less socially acceptable for boys than for girls because it violates gender norms related to male social assertion and dominance. In the current paper, we review the empirical support for this assertion. More specifically, we examined: (1) possible gender differences in the prevalence of shyness; (2) how important others (i.e., parents, teachers, peers) might respond differentially to shyness in boys compared to girls; and (3) potential gender differences in the implications of shyness across multiple domains. Most of this research has been conducted with school-aged children from Canada and the United States. However, we also explore findings from emerging cross-cultural studies in this area. Possible conceptual mechanisms that may underlie differences in the potential implications of shyness for boys and girls are then discussed, as well as several prospective directions for future research.     

Children's Beliefs About Violating Gender Norms: Boys Shouldn't Look Like Girls,and Girls Shouldn't Act Like Boys

This research examined 3- to 11-year-old children's knowledge of and beliefs about violating several gender norms (e.g., toys, play styles, occupations, parental roles, hairstyles, and clothing) as compared to social and moral norms. Knowledge of the norms and understanding that norm violations were possible increased with age. The children's evaluations of violations of gender norms varied from item to item. Violations concerning becoming a parent of the other gender were devalued in both boys and girls, whereas most toy and occupation violations were not especially devalued in either. Boys with feminine hairstyles or clothing were evaluated more negatively than girls with masculine hairstyles or clothing. On the other hand, girls who played in masculine play styles were devalued relative to boys who played in feminine styles. Evaluations of norm violations were not consistently related to age.     

Body Image and Disordered Eating in Adolescent Girls and Boys: A Test of Objectification Theory

This study aimed to test components of objectification theory in a large sample of adolescent girls and boys. Participants were 714 Australian adolescents (382 boys, 332 girls) ranging in age from 12 to 16 years who completed questionnaire measures of body surveillance, body shame, appearance anxiety and disordered eating. Although it was found that girls displayed higher levels of body surveillance, body shame, appearance anxiety and disordered eating than boys, the model proposed by objectification theory was largely supported for both girls and boys. It was concluded that objectification theory appears applicable to adolescents of both genders.     

Commentary: Bashful Boys and Coy Girls: A Review of Gender Differences in Childhood Shyness

In this commentary we argue that subjective reviews of gender differences, as opposed to empirical meta-analyses, can be more affected by influences which may not yield an objective evaluation of the available evidence, including the potential overrepresentation of articles that do versus do not find gender differences and lack of a systematic evaluation of factors that influence findings. We consider theoretical bases for considering shyness to be detrimental to the development and wellbeing of girls. These include perspectives that characterize girls as being particularly affected by their personal relationships and children of both genders as influenced by patterns of same-gender interaction. Some perspectives are helpful in conceptualizing why gender difference patterns can be nuanced over the course of development, across different outcomes, contexts, and historical periods. We also briefly consider the utility of diathesis × stress and differential susceptibility models in understanding gendered patterns of adjustment. We argue that reviews of gender differences in childhood shyness should address the gender difference paradox in childhood shyness and anxiety. That is, why are gender differences in the prevalence of shyness typically absent in early to middle childhood (as concluded in the review article), but girls and women consistently demonstrate higher rates of anxiety disorders, including social anxiety disorder, than their male counterparts in adolescence and adulthood? Finally, we conclude with comments encouraging researchers to consider the potential consequences of how they convey messages about gender differences in childhood shyness. We suggest how such information can be communicated in a responsible manner.     

Reciprocal Associations Between Depressive Symptoms and Disordered Eating Among Adolescent Girls and Boys: A Multiwave,Prospective Study

Symptoms of depression and eating disorders increase during adolescence, particularly among girls, and they tend to co-occur. Despite this evidence, there is meager research on whether depression increases the risk of future eating pathology, or vice versa, and we do not know whether these processes are different for adolescent girls and boys. Accordingly, this study explored the prospective reciprocal associations between depressive symptoms and disordered eating at different time points from preadolescence to mid-adolescence and tested the moderator effect of gender on these associations. A community-based sample of Spanish youth (N?=?942, 49 % female) was assessed at ages of approximately 10-11 (T1), 12-13 (T2), 14-15 (T3), and 16-17 (T4) years. The bidirectional relationships between depressive symptoms and disordered eating were estimated in an autoregressive cross-lagged model with latent variables. A unidirectional, age-specific association between depressive symptoms at T1 and disordered eating at T2 was found. No other significant cross-lagged effect emerged, but the stability of the constructs was considerable. Gender did not moderate any of the links examined. Regardless of gender, the transition from childhood to adolescence appears to be a key period when depressive symptoms foster the development of disordered eating. These findings suggest that early prevention and treatment of depression targeting both girls and boys may result in lower levels of depressive symptoms and disordered eating in adolescence.     

The Relationship Between Friendship Quality and Self-Esteem in Adolescent Girls and Boys

Much has been written about the low self-esteem of adolescent girls relative to adolescent boys, but little research has explored the role that friendship quality may play in affecting self-esteem. Ninety-seven female and 67 male 11th and 12th graders completed measures of self-esteem and of friendship quality with both same- and cross-gender best friends. Ninety-five percent of the participants were White, and ranged across the socioeconomic spectrum with the majority coming from middle-class families. We found that girls' self-esteem was significantly lower than boys' self-esteem and that girls rated their relationships as stronger, more interpersonally rewarding, and more stressful than boys did. Boys reported that their friendship with their best female friend was more interpersonally rewarding than their friendship with their best male friend, whereas girls rated the quality of their same- and cross-gender friends similarly. As expected, girls' self-esteem was positively correlated with the friendship quality of their cross-gender best friend. However, their self-esteem was not correlated with the quality of their same-gender friendship. Boys' self-esteem did not correlate with the quality of their same- or cross-gender best friendship. Results may help us understand the relatively low self-esteem experienced by adolescent girls.     

Risk Factors for Disordered Eating During Early and Middle Adolescence: A Two Year Longitudinal Study of Mainland Chinese Boys and Girls

Even though reliable eating disorder risk factors have been identified among adolescent girls, little is known about predictors of increased vulnerability within specific phases of adolescence or among adolescent boys, particularly in highly populated non-Western contexts. In this study, early and middle adolescent boys (n?=?1,271) and girls (n?=?1,415) from Chongqing, China completed validated measures of eating disorder pathology and putative risk factors at baseline and 2 years follow-up. Multivariate models for boys of each age group indicated increases in disordered eating at follow-up were predicted by higher initial body mass index, negative affect and body dissatisfaction levels as well as attendant increases in perceived appearance pressure from mass media, body dissatisfaction, negative affect between assessments. High baseline levels of reported appearance pressure from parents and dating partners contributed, respectively, to prediction models of younger and older boys. More distinct constellations of significant predictors emerged in multivariate models of early versus middle adolescent girls. Together, findings indicated body dissatisfaction and negative affect were fairly robust risk factors for exacerbations in disturbances across samples while risk factors such as perceived pressure from desired/prospective dating partners were salient only during particular phases of adolescence.     

Callous-Unemotional Traits as Unique Prospective Risk Factors for Substance Use in Early Adolescent Boys and Girls

Youth with elevated conduct disorder (CD) symptoms who also have callous-unemotional (CU) traits exhibit more antisocial behavior than youth without CU traits. However, evidence regarding whether CU traits increase risk of substance use over and above CD symptoms, and whether these associations differ for boys and girls, is scarce. Using the Developmental Pathways Project sample of 521 middle school students, we examined whether adolescent- and parent-reported CU traits measured in 6th grade prospectively predicted the onset and recurrence of substance use and use-related impairment by 9th grade. We also examined the degree to which CU traits uniquely predicted substance use and impairment over and above CD symptoms, as well as whether gender moderated these associations. Results indicated that adolescent-reported CU traits increased the likelihood of substance use and impairment onset and recurrence by 9th grade. Analyses revealed that CD symptoms accounted for prospective associations between adolescent-reported CU and substance use, but gender moderated these associations. Boys with elevated CU traits and CD symptoms were not more likely to report alcohol use onset or recurrence, but they were at highest risk of recurrent marijuana use, use of both alcohol and marijuana, and use-related impairment by 9th grade. Girls with low CU traits and high CD symptoms were most likely to report onset and recurrent use of alcohol, as well as recurrent marijuana use, use of both substances and impairment. Study findings highlight the importance of accounting for CD symptoms and gender when examining links between CU traits and substance use in early adolescence.     

Leadership and Adolescent Girls: A Qualitative Study of Leadership Development

This research investigated youth leadership experiences of adolescent girls who participated in a comprehensive feminist-based leadership program. This qualitative study utilized a grounded theory approach to understand changes that occurred in 10 female adolescent participants. The words of the participants revealed that initially they viewed leadership in traditional terms and were hesitant to identify themselves as leaders or to see themselves included within their concepts of leadership. Following the program their view of leadership expanded and diversified in a manner that allowed for inclusion of themselves within it. They spoke with greater strength and confidence and felt better positioned and inspired to act as leaders. Participants identified having examples of women leaders, adopting multiple concepts of leadership, and participating in an environment of mutual respect and trust as factors that contributed to their expanded conceptualization.     

Social Comparison and Body Image: Attractiveness Comparisons to Models and Peers Among Adolescent Girls and Boys

Relations among body image satisfaction and social comparisons to either same-sex peers or media models were examined in 2 studies of adolescent boys and girls. In the first study, 9th and 10th graders described their conceptions of attractiveness for same- and opposite-sex adolescents. These attractiveness attributes were then used in Study 2 in which 7th- and 10th-grade boys and girls reported on social comparisons to models/celebrities and same-sex peers. Body dissatisfaction was also assessed. The results confirmed that both same-sex peers and models/celebrities were the targets of social comparisons for physical attributes, but comparisons on personal and social attributes were more likely directed toward same-sex peers. For boys and girls, weight comparisons to both peer and model targets were primary correlates of body dissatisfaction. In addition, shape comparisons reported by the girls and facial comparisons endorsed by the boys also related to body dissatisfaction. Gender differences in social comparison indicated that girls reported more social comparisons across targets and attributes. Results are discussed in terms of the role of social comparison and peer context for body image during adolescence.     

Being Admired or Being Liked: Classroom Social Status and Depressive Problems in Early Adolescent Girls and Boys

This study investigates associations between depressive problems and classroom social status in a large population cohort of Dutch early adolescents (N = 1046, age 13.52 +/- 0.51, 52.4% girls). Depressive problems were assessed by parent and self-reports and classroom status by peer nominations. We assessed peer status with respect to both achievement-related (being a good learner, being good at sports, being good-looking) and affection-related (being liked, being disliked, being best friend) areas. In boys, depressive problems were most strongly associated with not being good at sports, while in girls the association was strongest for not being liked. The risk of a low status in one area could largely be compensated by a high status in another area.     

Gender Role Attitudes and Careers: A Longitudinal Study

Data from the Monitoring the Future Study were used to examine the impact of early gender role attitudes on later career outcomes for women and men. We also examined the impact of marriage, children, and labor market outcomes on changes in gender role attitudes. Women’s early gender role attitudes predicted their later work hours and earnings. Women’s work hours predicted their later gender egalitarianism. Children were negatively associated with later gender egalitarianism for both women and men. Findings indicated that gender role attitudes influence subsequent behavior, but they may also be adjusted to accommodate to situational constraints.     

Somatic Complaints in Girls: A Longitudinal Perspective

This report presents results from a study of the dimensionality and longitudinal stability of some common self-reported somatic complaints in teenage girls. Data were supplied by the Swedish longitudinal research program “Individual Development and Adaptation”. At four age levels (age 10, 13, 15, and 16 years) a representative sample of approximately 500 girls filled out questionnaires on various adjustment problems, including some typical somatic complaints. A separate dimension of somatic complaints was identified at each age level through factor analysis of the questionnaire data. Correlational stability of somatic complaints was not high until middle adolescence. At this age fairly stable patterns of somatic complaints were also found at the individual level; different somatic complaints were not found to be interchangeable. The results support the interpretation of girls' somatic complaints as a single, meaningful dimension in late childhood and adolescence. This dimension may be hypothesized to constitute a psychological process, somatization, manifesting itself in fairly stable patterns at the individual level in middle adolescence.     

“Girls Are as Good as Boys at Math” Implies That Boys Are Probably Better: A Study of Expressions of Gender Equality

Although “Girls are as good as boys at math” explicitly expresses equality, we predict it could nevertheless suggest that boys have more raw talent. In statements with this subject‐complement structure, the item in the complement position serves as the reference point and is thus considered more typical and prominent. This explains why “Tents are like houses,” for instance, sounds better than “Houses are like tents”—people generally think of houses as more typical. For domains about ability, the reference point should be the item that is typically more skilled. We further propose that the reference point should be naturally more skilled. In two experiments, we presented adults with summaries of actual scientific evidence for gender equality in math (Experiment 1) or verbal ability (Experiment 2), but we manipulated whether the reference point in the statements of equality in the summaries (e.g., “Boys’ verbal ability is as good as girls’”) was girls or boys. As predicted, adults attributed more natural ability to each gender when it was in the complement rather than subject position. Yet, in Experiment 3, we found that when explicitly asked, participants judged that such sentences were not biased in favor of either gender, indicating that subject‐complement statements must be transmitting this bias in a subtle way. Thus, statements such as “Girls are as good as boys at math” can actually backfire and perpetuate gender stereotypes about natural ability.     

School Context and Ethnic Minority Adolescent Religiosity: A Longitudinal Study

Previous research has shown that ethnic school composition can have an impact on a number of outcomes for pupils. The influence ethnic school composition has on pupils’ religiosity, however, has not received much attention. Furthermore, the few previous studies that have examined this relationship have relied on cross‐sectional data, thus being unable to separate selection effects from causal effects. In this research note we use longitudinal data collected among pupils in the third (2011–2012) and sixth grade (2014–2015) of secondary schools in Flanders, the northern part of Belgium. We examine changes in religiosity among pupils using cross‐classified multilevel analyses. The results show that there is a positive impact of ethnic school composition on ethnic minority religiosity. This does not mean, however, that pupils become more religious in schools with a higher share of ethnic minority pupils. We rather see that a decline in religiosity among highly religious pupils is attenuated in schools with more ethnic minority pupils.