Prenatal gender preference of mothers of feminine and masculine boys: Relation to sibling sex composition and birth order

A mother's (prenatal) wish for a girl has, at times, been implicated as an etiological factor for boyhood femininity or its DSM-III-R diagnostic equivalent, the Gender Identity Disorder of Childhood. In one sample of 52 feminine and 52 nonclinical control boys from Los Angeles, the proportion of mothers who recalled a wish for a girl during the pregnancy did not differ significantly between groups (26.9% vs. 19.2%, respectively); however, in both groups, the maternal wish for a girl was significantly more common in sibships in which all of the proband's older siblings were male. In a second sample of 103 feminine boys from Toronto, the maternal wish for a girl was significantly higher than that found in the Los Angeles sample (43.7% vs. 26.9%), but a control group was not available; as in the Los Angeles sample, the maternal wish for a girl was significantly more common in sibships in which all of the proband's older siblings were male. Implications of these findings for further study of maternal influences on boyhood femininity are discussed.     

Florida Seminole School Dropouts

This article describes the scope of the current school drop-out problem. Within this context, an overview and analysis of the school drop-out problem among the Florida Seminole is provided. Current prevention and remediation strategies for populations at risk are reviewed. Culturally sensitive strategies are suggested for addressing this Seminole problem.     

Preparing the Way: A Qualitative Study of High-Achieving African American Males and the Role of the Family

Employed qualitative methods to examine the role of the family in the academic success of very high-achieving African American males. Findings revealed a complex tapestry of family processes and contexts involved in each youth's journey to outstanding academic achievement. Specifically, the combined importance of parental-determined academic engagement, strict discipline, nurturance, and community connectedness appeared to counteract potentially negative contextual influences of neighborhood, peers, schools, and society. The qualitative findings tell a multifaceted, rich, and compelling story of the pathways to academic success for Black males, and highlight the need for culture-specific and ecologically based conceptualization, research, and intervention approaches.     

Social-Cognitive and Behavioral Correlates of Aggression and Victimization in Boys' Play Groups

A contrived play group procedure was utilized to examine the behavioral and social-cognitive correlates of reactive aggression, proactive aggression, and victimization via peers. Eleven play groups, each of which consisted of six familiar African-American 8-year-old boys, met for 45-min sessions on five consecutive days. Social-cognitive interviews were conducted following the second and fourth sessions. Play group interactions were videotaped and examined by trained observers. High rates of proactive aggression were associated with positive outcome expectancies for aggression/assertion, frequent displays of assertive social behavior, and low rates of submissive behavior. Reactive aggression was associated with hostile attributional tendencies and frequent victimization by peers. Victimization was associated with submissive behavior, hostile attributional bias, reactive aggression, and negative outcome expectations for aggression/assertion. These results demonstrate that there is a theoretically coherent and empirically distinct set of correlates associated with each of the examined aggression subtypes, and with victimization by peers.     

Cultural specificity of support sources,correlates and contexts: Three studies of African-American and Caucasian youth

Levels and correlates of parental support, peer support, partner support, and/or spiritual support among African American and Caucasian youth were examined in three contexts: adolescent pregnancy (Study 1), first year of college (Study 2), and adolescence and young adulthood (ages 15–29; Study 3). Partially consistent with a cultural specificity perspective, in different contexts different support sources were higher in level and/or more strongly related to adjustment for one ethnic group than the other. Among pregnant adolescents, levels of spiritual support were higher for African Americans than Caucasians; additionally, peer support was positively related to well-being only for African Americans whereas partner support was positively related to well-being only for Caucasians. Among college freshmen, family support was more strongly related to institutional and goal commitment for African Americans than Caucasians; conversely, peer support was more strongly related to institutional and goal commitment among Caucasians. Among 15 to 29-year-olds, levels of parental support and spiritual support were higher among African Americans than Caucasians; additionally, spiritual support was positively related to self-esteem for African Americans but not for Caucasians. Implications and limitations of the research are discussed. The third study was supported by National Institute of Mental Health Grant RO1 MH40963. We thank Monica Greene, Shea Lyda, Wendy Stevenson, and the many undergraduate students who contributed to the three research projects. We also acknowledge the very thoughtful and helpful comments of the anonymous reviewers and the editor, Edison Trickett.     

The psychologist's role in assessing and facilitating patients' knowledge of advance directives in medical settings: A preliminary investigation

In a time of budgetary shortfalls in the medical industry, an aging population, and an increased emphasis on health care choices, psychologists are being called upon to administer advance medical directive programs to patients. This study reports preliminary findings from a program to assess and facilitate patients' knowledge of advance directives (ADs) by the Psychology Service at the Ann Arbor VA Medical Center. The participant pool included 243 male veteran patients admitted to medical and surgical wards at the hospital. The intervention included the use of a computer-generated prompt for consultation, which was sent to the psychology staff in response to a patient inquiry regarding ADs. It also involved an increased emphasis on the delivery of written material on ADs by the admissions clerks. The intervention appeared to result in a modest increase in patients' knowledge of advance directives. Suggestions are offered for areas that should be emphasized in future attempts to increase patients' knowledge and utilization of advance directives.     

Transformation rules in concept learning

Two major classes of models have been proposed to explain concept learning: strength models and distance models (Hayes-Roth & Hayes-Roth, 1977). The present study demonstrates that subjects abstract transformation rules as defined by the Franks and Bransford 11971) distance model. Transformation rules characterize how the patterns of a concept differ from each other. Transformation rules are inconsistent with strength models, which assume that subjects abstract component features and not relational information characterizing the differences among patterns. Whether a strength model or a distance model is more appropriate in other instances of concept learning is probably a function of task demands, stimulus characteristics, and subject characteristics.