JEAB Research Over Time: Species Used,Experimental Designs,Statistical Analyses,and Sex of Subjects

We examined the species used as subjects in every article published in the Journal of the Experimental Analysis of Behavior (JEAB) from 1958 through 2013. We also determined the sex of subjects in every article with human subjects (N = 524) and in an equal number of randomly selected articles with nonhuman subjects, as well as the general type of experimental designs used. Finally, the percentage of articles reporting an inferential statistic was determined at 5-year intervals. In all, 35,317 subjects were studied in 3,084 articles; pigeons ranked first and humans second in number used. Within-subject experimental designs were more popular than between-subjects designs regardless of whether human or nonhuman subjects were studied but were used in a higher percentage of articles with nonhumans (75.4 %) than in articles with humans (68.2 %). The percentage of articles reporting an inferential statistic has increased over time, and more than half of the articles published in 2005 and 2010 reported one. Researchers who publish in JEAB frequently depart from Skinner’s preferred research strategy, but it is not clear whether such departures are harmful. Finally, the sex of subjects was not reported in a sizable percentage of articles with both human and nonhuman subjects. This is an unfortunate oversight.     

The Role of Racial Discrimination in the Economic Value of Education Among Urban,Low-Income Latina/o Youth: Ethnic Identity and Gender as Moderators

The present study used resilience theory to explore relationships among perceived racial discrimination, ethnic identity, gender, and economic value of education (EVE) among urban, low‐income, Latina/o youth. It was expected that racial discrimination would predict poorer perceptions of the EVE among Latina/o adolescents. Ethnic identity was hypothesized to buffer the negative effect of racial discrimination on Latina/o students’ EVE. The participants in this study were 396 urban, low‐income Latina/o high school students from a large, Midwestern city who completed surveys in both 9th‐ and 10th‐grade. Structural equation modeling was used to test the relationships among racial discrimination, ethnic identity, and EVE. Results supported a protective model of resilience. Specifically, ethnic identity served as a protective factor by buffering the negative effect of perceived racial discrimination on EVE for male participants. The present study is the first to examine ethnic identity as a buffer of racial discrimination on EVE among Latina/o high school students. Future directions and implications are discussed.     

Perceptions of dual career development among elite level swimmers and basketball players

ObjectiveThe purpose of this study was to (1) examine swimmers' and basketball players' perceptions of their dual career development (2) explore these perceptions for possible differences between male and female participants as well as between swimmers and basketball players.Design and methodSemi-structured interviews with 12 retired Slovene elite level swimmers and basketball players (six males and six females) were used to discuss about transitions, demands and challenges which occurred throughout their dual career development. The interviews were transcribed verbatim and analysed using the qualitative analytic software program Nvivo 10.ResultsQualitative analysis of interviews revealed that athletes perceived their athletic career in strong and reciprocal connection to other domains in their lives, i.e. academic/vocational, psychological, psychosocial, financial level. Some of the transitions occurring in their dual career were experienced as particularly important (e.g., transition to university, finishing university study) and connected to several challenges occurring at different levels of development. Differences between male and female participants, swimmers and basketball players in this study were identified.ConclusionThe study revealed a usefulness of using a holistic perspective when investigating athletes' dual career development, and a reciprocal nature of transitions occurring at different levels of athletes' development.     

Gender-specific macro- and micro-level processes in the transmission of gender role orientation in adolescence: The role of fathers

Family represents a primary environment for the development and transmission of gender role orientation (GRO) in adolescence. Nonetheless, longitudinal approaches delineating the separate influences of fathers and mothers, including all possible same- and cross-sex parent–child dyads within one family are lacking. This article elucidates the process of adolescent gender role socialization in 244 German families (father, mother, son and daughter) utilizing a longitudinal design (two measurement points over 5 years). Direct transmission paths of GRO and gender-specific parenting (GSP) as a mediator were analysed focusing on fathers' contributions. In addition, the impact of parental workplace autonomy and socio-economic status on intra-familial socialization of GRO was examined. Results indicate that fathers and mothers play at least an equally important role in the transmission of gender role beliefs. A mediating effect of GSP was only evident when considering father–child dyads. Based on social cognitive and developmental systems approaches, the findings are discussed considering adolescents embedded within the family context.     

Career construction in French apprenticeship programs: An exploration of the role of gender in the tutorship

In France, the private sector has increasingly over the last 20 years developed apprenticeship programs (Aeberhardt, Crusson, & Pommier, 2011) in Higher Education. One reason for this development is that young people who prepare for a diploma through apprenticeship programs achieve professional integration in the working world more quickly (Arrighi & Joseph, 2005). However, 17% of young people drop out before the end of their work contract, partly because they consider the work environment to be unsatisfactory or the work too difficult (Cart, ToutinTrelcat, & Henguelle, 2010). In the workplace, apprentices receive the guidance of a professional, the tutor. This research aims to analyze the role of tutor gender on apprentices' perception of their career and intention to quit or stay in the professional sector. The general hypothesis of the research is that tutors have a key role on the career construction of apprentices. Semi-structured interviews have been conducted with apprentices in Higher Education on their relationships with their male or female tutor in the company. The findings underline the role of both tutors' and apprentices' gender and of the particular labor division in the workplace.     

Stepparents and Parenting Stress: The Roles of Gender,Marital Quality,and Views about Gender Roles

Previous research suggests that stepparenting can be stressful, although the mechanisms that contribute to the experience of parenting stress in stepfamilies are less clear. This study examines gender, marital quality, and views about gendered family roles as correlates of parenting stress among 310 stepmothers, stepfathers, and biological mothers and fathers. Findings suggest that stepparents, and especially stepmothers, experience higher levels of parenting stress than biological parents. Findings also suggest that less traditional views about gendered family roles and higher dyadic adjustment are associated with lower parenting stress for stepparents, particularly in combination. Stepparents reporting both of these protective factors were indistinguishable in terms of parenting stress from biological parents. These findings indicate potential pathways to mitigate the stress associated with stepparenting.     

Distinguishing among disruptive behaviors to help predict high school graduation: Does gender matter?

This study examined unique predictive associations of aggressive and hyperactive–inattentive behaviors in elementary school with high school graduation. The current study also investigated whether these associations were moderated by gender. At Time 1, 745 children in the 3rd through 5th grades completed peer ratings on their classmates’ disruptive behaviors. At Time 2, school records were reviewed to determine whether students graduated within four years of entering high school. Results showed that gender and hyperactivity-inattention are uniquely associated with high school graduation, but childhood aggression is not. Results also indicated that gender moderated associations between hyperactivity–inattention and graduation. Among boys, hyperactive–inattentive behaviors were not significantly associated with graduation, above and beyond aggression. In contrast, among girls, hyperactive–inattentive behaviors in childhood were significantly associated with graduation even after controlling for aggression. These findings suggest that in middle childhood, hyperactive–inattentive behaviors may be a more meaningful predictor of high school graduation than other forms of early disruptive behavior (e.g., aggression), especially for girls. Such findings could have significant implications for prevention and intervention programs designed to target children at risk for dropping out of school.     

Violencia en relaciones de pareja de jóvenes y adolescentes

This paper sought to study aggressive behavior in adolescent relationships in the province of Huelva (Spain) and its relation to certain variables (sexism, frustration tolerance, interparental conflict and externalizing problems). To that end, we conducted a cross-sectional study with questionnaires on a sample of students consisting of 716 subjects (398 girls and 314 boys), aged 14 to 20. The results indicated that verbal and emotional violence was the most common subtype of violence among young couples regardless of gender. Girls were identified as the most frequent implementers of physical and verbal-emotional violence, while boys were more engaged in relational and sexual aggression.The analyses in terms of age revealed a decrease in physical violence while sexual violence increased directly related to the age of the subject. Sexism, low frustration tolerance and the presence of externalizing problems were the factors most linked to violent behavior within relationships.     

Pink gives girls permission: Exploring the roles of explicit gender labels and gender-typed colors on preschool children's toy preferences

Children engage in gender-typed toy play to a greater extent than in non-gender-typed toy play leading to different developmental trajectories for boys and girls. The present studies examine the characteristics of toys and how they differentially affect boys' and girls' interests, stereotypes, and judgments of the toys. In Study 1, children (N = 73, M_age = 4.01) were presented with masculine and feminine toys that were decorated with masculine and feminine colors. Results indicated that boys were more interested in masculine toys than in feminine toys. Girls were significantly less interested in masculine toys with masculine colors than in all other combinations. Children's perceptions of others' interests also followed a similar pattern. In Study 2, children (N = 42, M_age = 3.84) were presented with novel items labeled as “for boys” and “for girls” and decorated in masculine and feminine colors. Among girls, both explicit labels and color of novel toys impacted interests. Children's predictions of others' interests also reflected this pattern.     

Linking extreme response style to response processes: A cross‐cultural mixed methods approach

The aim of this study is to contribute to a better understanding of extreme response style in cross‐cultural research by integrating quantitative and qualitative evidence in a mixed methods design. In the quantitative phase, indexes of extreme response style, derived from quality of life measures from different international studies, were compared between Spain and the Netherlands. Results indicated that extreme responding was more common among Spanish than among Dutch in endorsement of items, but that the opposite was found for frequency scales including never as a response anchor. In the qualitative phase, cognitive interviews were conducted with 25 participants in each country. The integration of quantitative results and qualitative findings suggests that country differences in extreme response style may stem from various sources, including the more independent evaluation of each item by Dutch, the stronger connotations of never for Spanish and stronger emotions triggered by specific topics such as work satisfaction that was more strongly associated with insecurity for Spanish. It is concluded that the integration of quantitative and qualitative evidence can help to understand cross‐cultural similarities and differences in extreme response style.