Beyond the individual: the impact of ethnic context and classroom behavioral norms on victims' adjustment

With a sample of 1,630 sixth-grade students from 77 classrooms, the authors used hierarchical linear modeling to examine how ethnicity within context and classroom social disorder influenced the association between peer victimization and social-psychological adjustment (loneliness and social anxiety). Victimized students in classrooms where many classmates shared their ethnicity reported feeling the most loneliness and social anxiety. Additionally, classroom-level social disorder served as a moderator such that the association between victimization and anxiety was stronger in classrooms with low social disorder. Both findings were interpreted as evidence that problem behavior deviating from what is perceived as normative in a particular context heightens maladjustment. The authors discuss implications for studying ethnicity and classroom behavioral norms as context variables in peer relations.     

Ethnic diversity and perceptions of safety in urban middle schools

Students' perceptions of their safety and vulnerability were investigated in 11 public middle schools (more than 70 sixth-grade classrooms) that varied in ethnic diversity. Results of hierarchical linear modeling analyses indicate that higher classroom diversity is associated with feelings of safety and social satisfaction. African American (n= 511) and Latino (n= 910) students felt safer in school, were less harassed by peers, felt less lonely, and had higher self-worth the more ethnically diverse their classrooms were, even when controlling for classroom differences in academic engagement. Results at the school level were similar to those at the classroom level; higher ethnic diversity was associated with lower levels of self-reported vulnerability (but no difference in self-worth) in both fall and spring of sixth grade. In the spirit of Brown v. Board of Education, the current findings offer new empirical evidence for the psychological benefits of multiethnic schools.     

Perceived norms and social values to capture school culture in elementary and middle school

The current study was designed to gain insights into shifting school culture by examining perceived peer group norms and social values across elementary and middle school grades. Perceived norms were assessed by asking participants (N = 605) to estimate how many grade mates were academically engaged, disengaged, and antisocial. To capture social values, peer nominations were used to assess “coolness” associated with these behaviors. Perceived norms became gradually more negative from fall to spring and across grades four to eight. Whereas academic engagement was socially valued in elementary school, negative social and academic behaviors were valued in middle school. Additionally, improved social status was associated with increased academic engagement in fifth grade, disengagement in seventh and eighth grades, and antisocial behavior in sixth grade. The findings suggest that differences between elementary and middle school cultural norms and values may shed light on negative behavior changes associated with the transition to middle school.     

From beliefs to behavior: the mediating role of hostile response selection in predicting aggression

This study evaluated the complementary roles that aggressive normative beliefs and hostile response selections play in predicting adolescents' aggressive behavior. Self‐, peer‐, and teacher‐reported data were collected from 2003 young adolescents from a variety of ethnic backgrounds (Black, Latino, Asian, White) during the fall of their sixth grade year to test the hypothesis that adolescents' hostile response selections mediate the association between their normative beliefs and aggressive reputations among their peers and teachers. Structural equation modeling analyses supported our hypothesis, and the model was found to be consistent across both gender and ethnicity. The results suggest that even though gender and ethnic differences in average levels of aggressive cognitions and behavior exist, the general process linking cognitions and behaviors is the same for all young adolescents. Aggr. Behav. 00:1–20, 2005. © 2005 Wiley‐Liss, Inc.     

The pervasiveness, connectedness, and intrusiveness of social network site use among young adolescents

Young adolescents are quickly becoming avid users of social networking sites (SNSs); however, little is known regarding how they use these sites. The goal of the present study was to examine the extent to which young adolescents use SNSs, with whom they connect via these sites, and whether SNS use disrupts daily functioning. Among 268 middle-school students surveyed, 63% reported having their own profile page on an SNS. On average, adolescents reported having 196 SNS contacts (friends), most of whom were known peers. Young adolescents with an SNS spent most of their time viewing and responding to comments written on their profile page. Among the SNS users, 39% reported getting behind on schoolwork and 37% reported losing sleep at least once because they were visiting an SNS. As SNS use becomes embedded in young teens' daily lives, it is important to better understand how such use affects their daily adaptive functioning.     

“But Others Do It!”: Do Misperceptions of Schoolmate Alcohol and Marijuana Use Predict Subsequent Drug Use Among Young Adolescents?

We examined the effects of perceived prevalence of drug use among same-age peers on adolescents' subsequent drug use. In 7^th grade, participants estimated prevalence of alcohol and marijuana use among 7^th-grade students in their school, reported own use of these drugs, receipt of offers to use these drugs, and frequency of contact with peers who use these drugs. In 8^th grade, participants reported their frequency of alcohol and marijuana use. Although perceived prevalence of drug use predicted subsequent alcohol and marijuana use when controlling for actual prevalence, these effects disappeared once participants' prior levels of drug use and proximal peer contacts were considered. Implications of findings for intervention programs aiming solely to increase accuracy of perceived prevalence estimates are discussed.