Associations between young adult romantic relationship quality and problem behaviors: An examination of personality–environment interactions

This longitudinal study examined person–environment interplay by testing interaction effects between adolescent personality type (i.e., overcontrollers, undercontrollers, and resilients) and young adult romantic relationship quality on young adult delinquency and anxiety. The study employed six waves of longitudinal questionnaire data collected across 10 years from Dutch youths. Results showed that support from romantic partner was related to a relatively stronger decrease in anxiety in young adulthood for overcontrollers than for resilients. Moreover, higher negative interaction with romantic partner was related to a relative increase in delinquent behaviors for undercontrollers, while no such links emerged for overcontrollers and resilients. This study highlights the importance of considering the interplay between personality characteristics and environmental–relational factors when examining young adults’ developmental outcomes.     

Stereotypes in the classroom's air: Classroom racial stereotype endorsement,classroom engagement,and STEM achievement among Black and White American adolescents

Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explicit beliefs about particular racial groups’ abilities also matter. The present article examined whether classroom racial stereotype endorsement about science and math disadvantaged Black American adolescents relative to their White American peers. Across two longitudinal studies with 533 and 1,189 adolescents (N-adolescents = 1722; N-classrooms = 86; 45% Black American, 55% White American; 51% females; M-age = 13–14), classroom pro-White/anti-Black stereotype endorsement in the fall term predicted better science and math achievement scores for White American adolescents and lower science and math achievement scores for Black American adolescents at the end of the academic year. Student- and teacher-reported student engagement in science and math classrooms mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and students’ achievement scores. Results suggest that classrooms may be important conduits for communicating racial stereotypes that create racially hostile STEM learning environments.

Research Highlights

• Using a longitudinal sample of 1722 adolescents enrolled in 86 classrooms, the present study examined the consequences of classroom racial stereotype endorsement during adolescence.
• White American adolescents demonstrated favorable achievement scores in science and math when their classmates endorsed traditional, or pro-White/anti-Black, stereotypes.
• Black American adolescents showed worse achievement scores in science and math when their classmates endorsed pro-White/anti-Black stereotypes.
• Classroom engagement mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and achievement scores for both Black and White American adolescents.

     

How Change Happens: Controlling Images,Mutuality, and Power

SUMMARY

Change is inevitable but it can go in a positive direction toward growth or in a negative direction. Extending Patricia Hill Collins' concept of controlling images (2000), we can see how these images interact with relational images and strategies of disconnection to obstruct growth on both the societal and the personal level. In therapy, change is defined as movement-in-relationship toward better connection; and increased connection leads to growth. Several aspects of therapy that lead to deeper and wider connection are explored, especially increasing the patient's power. Prior versions of parts of this article were presented at the Jean Baker Miller Summer Training Institutes in 2001 and 2002 and at the 2002 Learning from Women Conference sponsored by the Jean Baker Miller Training Institute and the Harvard Medical School/Cambridge Hospital in Boston, Massachusetts.

As therapists, we're “in the business” of change–change for the better. That's our goal. Another word for change for the better is growth. Change is the essence of life. It is most obvious in children but it is a necessity through all of life. Change will occur inevitably but it can go in a positive or a negative direction. Further, I believe change toward growth creates pleasure. We feel most alive and zestful when we are engaged in this expanding activity.     

“I love you as both and I love you as neither”: Romantic partners’ affirmations of nonbinary trans individuals

Abstract

Background: Transgender microaffirmations are subtle endorsements of a person’s gender identity through both verbal acknowledgements and behavioral gestures. Microaffirmations positively impact individuals who identify as transgender by acknowledging their gender identity and by communicating a sense of support and validation.

Aims: This study focuses on microaffirmations specifically directed toward nonbinary transgender individuals within romantic relationships.

Methods: Participants included 161 adults who identified as nonbinary: 85 who identified as gender nonconforming and 76 who identified as agender. These participants were either currently in a romantic relationship or had been in a romantic relationship within the past 5 years. Participants completed an online survey and provided examples of the microaffirmations they experienced from their romantic partners.

Results: Responses were analyzed via thematic analysis, resulting in four overarching themes: (1) Identity Validations, acknowledgement and acceptance of nonbinary identity; (2) Identity Endorsements, active endorsements of nonbinary through language or behavior; (3) Active Learning, self-education about nonbinary identities; and (4) Active Defense, interruptions of others’ negative actions directed at nonbinary partners.

Discussion: Discussion of the results focuses on understanding how microaffirmations operate to complicate binary notions of gender/sex and positively influence nonbinary transgender individuals in interpersonal relationships.