Developmental Trajectories of Girls’ and Boys’ Delinquency and Associated Problems

Developmental trajectories in delinquency through adolescence were studied along with family and peer relationship problems. Drawing from eight waves of data over seven years, we conducted trajectory analyses with a sample of 746 students (402 girls; 344 boys). Analyzing girls and boys together, a five-class model emerged: 60% of the adolescents rarely reported delinquency; 27.7% reported low initial levels with moderate levels of delinquency over time; 6% in the late onset group reported initially low and rising levels of delinquency; 5% in the early onset group reported moderate initial levels which increased and then decreased in later adolescence. A small group of only boys (1.3%) labeled chronic reported high initial levels of delinquency that increased over time. Group comparisons revealed problems in internalizing, parent and peer relationship problems. The findings provide direction for early identification and interventions to curtail the development of delinquency.     

High School Girls’ Experience of Victimization by Boys: Where Sexual Harassment Meets Aggression

School-based research into sexual harassment, on the one hand, and aggression (including bullying) on the other, originate from different disciplinary traditions, but are beginning to connect. We examined whether the sexual harassment of high school girls by boys can be regarded as a form of aggression. Year 8 to 10 girls from 5 coeducational high schools (N = 679) responded to a 24-item version of the Direct and Indirect Aggression Scale, including 6 new sexually toned items; participants indicated how often they experienced each behavior. Principal components analysis identified 4 components: direct aggression, psychological aggression, cyberbullying, and sexual harassment. The latter included the more intrusive sexually toned behaviors, whereas verbal sexualized insults were a component of psychological aggression—the component that most strongly undermined girls’ sense of safety at school. Research and policies on school peer victimization need to explicitly include sexual aspects, in recognition of the harmfulness of such “everyday” psychological aggression.     

Understanding Middle School Students’ Physical Activity and Health-Related Quality of Life: An Expectancy-Value Perspective

Assessing and promoting physical activity and health-related quality of life (HRQOL) have become major public health issues, but little is known regarding HRQOL and its relation with physical activity in adolescents. This study attempted to examine relationships among middle school students’ motivation, physical activity, and HRQOL by using the expectancy-value model as a theoretical framework. Participants were 282 middle school students who responded to a previously validated inventory assessing their motivation, physical activity, and HRQOL. Correlation analyses revealed that expectancy-related beliefs and task values were positively related to physical activity and HRQOL. Physical activity was positively associated with physical, emotional, and social functioning of HRQOL. Regression analyses showed a significant relationship between increasing expectancy-related beliefs and increasing degrees of HRQOL. This research line is promising in that it can provide useful information regarding the translation of theory to practice in influencing adolescents’ physical activity and HRQOL.     

Teacher Perceptions Affect Boys’ and Girls’ Reading Motivation Differently

The aim of this study was to examine the relationship between teacher perceptions and children's reading motivation, with specific attention to gender differences. The reading self-concept, task value, and attitude of 160 fifth and sixth graders were measured. Teachers rated each student's reading comprehension. Results showed that for boys, teacher expectations had no influence on the three constructs of reading motivation measured, whereas for girls, teacher expectations did predict reading self-concept and value of reading. The results provide evidence that the relationship between motivational factors and teacher perceptions is different for boys and girls. The implications for educational practice are addressed.     

Postreading Questioning and Middle School Students’ Understanding of Literature

Bibliopower can be used effectively to develop positive attitudes about reading and writing among reluctant readers and writers. The purpose of this study was to identify Newbery and Caldecott Medal books which possess bibliopower. Suggestions are made for the classroom use of these books to help students build lifetime commitments to reading and writing.     

Why are Girls Less Physically Aggressive than Boys? Personality and Parenting Mediators of Physical Aggression

The primary goal of the present analysis was todetermine whether the commonly observed genderdifference in physical aggression could be accounted forby gender differences in selected personality and social contextual factors. Eighty-nineadolescents (M age = 16.0; 52% female; 53%European-Americans, 38% Latinos)completed self-reportmeasures, including sympathy (empathic concern andperspective taking) and parental involvement (support andmonitoring). Mediation analyses revealed that relativelyhigh levels of both empathic concern and parentalmonitoring accounted for relatively low levels ofphysical aggression. In addition, sympathy (for males)and parental involvement (males and females) werenegatively related to physical aggression. Discussionfocused on theoretical and practical implications of these findings.     

Increasing Middle School Students’ Life Satisfaction: Efficacy of a Positive Psychology Group Intervention

This study identified middle school students who were less than delighted with their lives (reported life satisfaction scores between 1 and 6 on a 7-point scale), and attempted to improve these students’ mental health via a 10-week group wellness-promotion intervention developed from prior applications of positive psychology research. Complete data at baseline, post-intervention, and 6-month follow-up was gathered from 55 sixth grade students who were randomly assigned to the intervention condition (n = 28) or wait-list control (n = 27). Repeated measures analyses of a propensity score matched sample of 40 participants indicated a significant group by time interaction for global life satisfaction from baseline to post-intervention. Specifically, life satisfaction of students in the intervention group increased significantly, while the control group declined during the same period (although this change was not statistically significant). The intervention group’s gains were maintained at follow-up, but were matched by similar gains for students in the control group. No effects of intervention group were identified in the indicators of affect or psychopathology. The improvements in life satisfaction evidenced by students in the intervention group during the first semester of middle school are important given the adjustment difficulties that often appear during this sensitive developmental period marked by biological and educational changes.     

Adolescent Girls’ and Boys’ Science Peer Relationships and Perceptions of the Possible Self as Scientist

Girls tend to have less peer support for their science interests than do boys, which may contribute to gender differences in science motivation. The effect of science peer relationships on adolescents visions of their possible personal future lives as scientists was studied in 161 female and 163 male gifted high school students who participated in summer science enrichment programs. Student reports of having positive science peer relationships were associated with more positive expectations of the possible personal self as scientist prior to the programs, and both program-related and nonprogram-related science peer relationships were associated with changes in the possible self at posttesting and at 6 month follow-up. These relations held for both male and female students. At follow-up, girls reported a stronger social niche with fellow program participants and stronger science peer relationships than did boys. Implications of the findings are discussed within the larger gendered societal context for science achievement.     

Developmental Trajectories of Boys’ and Girls’ Delinquency: Sex Differences and Links to Later Adolescent Outcomes

This study examined gender differences in trajectories of delinquent behaviors over a 6-year period in adolescence and differential outcomes of these diverse developmental pathways. Participants were 754 children who were part of a longitudinal study of the development of early starting conduct problems. Four trajectory patterns were identified across grades 7–12: increasing, desisting, chronic, and nonproblem groups. Although the proportion of boys and girls varied across the pathways, both genders were represented on these trajectories. Boys were more represented on the chronic and desisting trajectories; girls were more represented in the nonproblem group. However, the proportion of boys and girls was similar in the increasing trajectory. Trajectory membership significantly predicted age 19 outcomes for partner violence, risky sexual behavior and depression, and the risk conferred on these negative adjustment outcomes did not vary by gender. The overall pattern was characterized by poor outcomes at age 19 for youth in both the chronic and the increasing trajectories. The major conclusion is that, other than base rate differences, developmental patterns and outcomes for girls mimic those previously found for boys.     

Understanding Middle School Students Life Satisfaction: Does School Climate Matter?

This study of 461 middle school students explored associations between perceived school climate and life satisfaction. At the bivariate level, higher life satisfaction co-occurred with greater perceptions of each aspect of school climate. Taken together, students’ perceptions of school climate accounted for 19 % of the variance in their life satisfaction. When controlling for the commonality amongst school climate dimensions, four of six dimensions (i.e., student interpersonal relations, student-teacher relations, order and discipline, and parent involvement in schooling) emerged as unique predictors of life satisfaction. Follow-up analyses clarified that parent involvement in schooling co-occurred with greater life satisfaction for girls only. Preventative strategies to promote youth life satisfaction by targeting the most salient aspects of school climate are suggested.     

The Internet and Adolescent Girls’ Weight Satisfaction and Drive for Thinness

The primary aim of the study was to examine the relationship between media exposure and body image in adolescent girls, with a particular focus on the ‘new’ and as yet unstudied medium of the Internet. A sample of 156 Australian female high school students (mean age?=?14.9 years) completed questionnaire measures of media consumption and body image. Internet appearance exposure and magazine reading, but not television exposure, were found to be correlated with greater internalization of thin ideals, appearance comparison, weight dissatisfaction, and drive for thinness. Regression analyses indicated that the effects of magazines and Internet exposure were mediated by internalization and appearance comparison. It was concluded that the Internet represents a powerful sociocultural influence on young women’s lives.     

Effects of a Dependent Group-Oriented Contingency on Middle School Physical Education Students’ Fair Play Behaviors

This study investigated the effects of a dependent group-oriented contingency on the supportive and non-supportive fair play behaviors of 6th grade students engaged in volleyball games as part of their physical education instruction. Six students, one male and one female per class, from three classes, identified as demonstrating low incidences of supportive behaviors during volleyball games, were participants in this study. A multiple baseline across classes design was used to examine the data. During baseline few incidences of non-supportive behaviors occurred among all six students. However, the participants seldom displayed supportive behaviors during games (i.e., encouraged each other). Following the introduction of the dependent group contingency, supportive behaviors for all participants increased. Follow-up data, collected in an alternative setting, indicated variable maintenance. The results are discussed in the context of group contingencies and social behaviors in sports.     

Academic Success of Mexican Origin Adolescent Boys and Girls: The Role of Mothers’ and Fathers’ Parenting and Cultural Orientation

To understand the role that Mexican origin parents play in their children's academic success, this study used structural equation modeling to evaluate the associations of parents' parenting practices (warmth, monitoring, harshness, and academic involvement) and cultural orientations (enculturation and acculturation) with their adolescents' grades, classroom behavior, and association with peers who get into trouble at school. Data were obtained from teachers, mothers, fathers, and male and female adolescents in 560 Mexican origin families living in the southwest U.S. Results indicated that mothers' and fathers' parenting practices and cultural orientations were linked to adolescents' academic outcomes. However, there were differences for boys and girls. Results are discussed in relation to parent and adolescent gender roles and implications for intervention.     

Correlates of Career Satisfaction in Canada—the Immigrants’ Experience

This paper explores the correlates of career satisfaction among Canadian managers, professionals and executives, specifically the career satisfaction experience of both visible minority and non-visible minority immigrants. Survey data collected from over 13,000 managers, professionals and executives in 43 Canadian organizations were analysed using the ordinary least squares multiple regression technique. Results indicate that immigrants experience lower career satisfaction than native-borns and visible minority immigrants have lower career satisfaction than non-visible minority immigrants. Employee and employer characteristics, objective employment outcomes and subjective perceptual measures were found to be positively associated with career satisfaction for immigrant and native-born respondents.     

Building a Pink Dinosaur: the Effects of Gendered Construction Toys on Girls’ and Boys’ Play

Play with building toys such as LEGO® sets promotes spatial learning in children. The present study examined the effects of the color of the bricks (either pink or blue) and the femininity/masculinity of the object built on boys’ and girls’ play with LEGO® sets. Children (n = 116, M _age  = 7.27 range = 5–10) were given the opportunity to build with LEGO® brick sets, both instructed and free play tasks. For the instructed task, the type of object (feminine: cat; masculine: dinosaur) and color of the bricks (pink, blue) were counterbalanced across participants. Their play was coded for accuracy of following the instructions and time to complete the task. In the free play task, brick color (pink, blue) was counterbalanced across participants, and structures were coded for femininity/masculinity and the number of bricks used. Overall, children took longer to build a feminine object with blue bricks than with pink bricks. In the free-play task, boys built more masculine objects than girls did, regardless of the color of bricks they were given. Results showed that boys completed the LEGO® tasks faster than did girls, controlling for interest in and experience with LEGO® play. These findings suggest that toy color and type can impact how children interact and play with toys.     

Urban African-American Girls’ Participation and Future Intentions Toward Physical Education

Despite the fact that physical education holds great promise for the promotion of public health, urban African American girls’ interest and participation in physical education tends to decline with age. Using the Theory of Planned Behavior and feminist poststructuralist theory, this study was designed to examine African American girls’ physical education participation and possible social, cognitive, and motivational factors that drive them away from future intentions toward physical education. Participants were 168 African American girls (age range?=?14–17?years, mean age?=?14.7?years) enrolled in three public high schools from a large urban inner-city school district in the Midwestern United States. Both quantitative and word-data were collected. Results revealed that participation in physical education played an important role in urban African-American girls’ overall physical activity engagement. However, unfavorable attitudes and lack of perceived support impeded their intentions toward future enrollment in physical education. Major factors related to their intentions were: anticipated short- and long-term outcomes, body image concerns, the influence of their mothers, and scheduling conflicts. The findings indicate opportunities for early intervention.     

When Contact Correlates with Prejudice: Adolescents’ Romantic Relationship Experience Predicts Greater Benevolent Sexism in Boys and Hostile Sexism in Girls

The present research examines how romantic relationship experience and age predict ambivalent sexism in adolescents. We measured sexist beliefs and romantic relationship experience in a large sample of Spanish adolescents (N?=?1447), ranging from 12 to 19 years of age. Consistent with prior research, age predicted less sexist beliefs. Controlling for the effects of age, relationship experience predicted increased hostile sexism in girls and increased benevolent sexism in boys. Additionally, younger boys (12–14 years) with greater relationship experience tended to endorse hostile sexism more strongly. The general decline in sexism over the course of adolescence masks a contrasting effect of romantic experience, which suggests that heterosexual adolescents’ desire to attract romantic partners may foster, rather than reduce, sexism.     

Students’ Perceptions of School Climate During the Middle School Years: Associations with Trajectories of Psychological and Behavioral Adjustment

A cross-domain latent growth curve model was used to examine the trajectories of change in student perceptions of four critical dimensions of school climate (i.e., teacher support, peer support, student autonomy in the classroom, and clarity and consistency in school rules and regulations) among 1,451 early adolescents from the beginning of sixth through the end of eighth grade; and the effects of such trajectories on the rate of change in psychological and behavioral adjustment. Findings indicated that all of the dimensions of perceived school climate declined over the 3 years of middle school. Furthermore, declines in each of the dimensions of perceived school climate were associated with declines over time in psychological and behavioral adjustment. Moreover, the direction of effects between each dimension of perceived school climate and psychological or behavioral adjustment were often unidirectional rather than bi-directional, underscoring the role of perceived school climate in the psychological and behavioral health of early adolescents. Gender and socioeconomic class differences in these patterns are noted.     

Girls Try,Boys Aim High: Exposing Difference in Implied Ability,Activity, and Agency of Girls Versus Boys in Language on McDonald’s Happy Meal Boxes

The present research investigates subtle yet powerful differences in the language present on cultural artifacts marketed for girls and boys. Through a content analysis of the verbs written on the girl-oriented and boy-oriented sides of all 56 McDonald’s Happy Meal boxes distributed between 2011 and 2019 in the United States, I uncover stark differences in the implied ability, activity, and agency levels of boys versus girls. The mixed methods nature of my exploration allows for statistical testing coupled with analysis of the language in context, revealing pervasive, nuanced differences that bolster our understanding of the complexity of the messages being relayed to children about what is appropriate and expected for boys versus girls. Central findings include the subtle, yet pervasive implication that girls are less active, less powerful, and in need of more detailed instruction and help, and they draw on a narrower set of skills as compared to boys. Through differential language, boys are also challenged at a qualitatively different level than girls and are assumed to have greater levels of ability (e.g., girls “try” and boys “aim high”). Girls’ agency is directly questioned, implying a lack of general confidence in the child’s ability to succeed, which is not the case for boys. Such subtle messages perpetuate insidious gender stereotypes and reinforce inequities in power and privilege.