School police officers' roles: The influence of social, developmental and historical contexts.

Amid national protests over police brutality, debates over law enforcement in schools have been reignited. Though research has focused on the consequences of police presence in schools, few studies have investigated the roles of school police officers (SPOs) and whether the larger contexts influence them. Using a bioecological framework (Bronfenbrenner and Morris, 2006), we examined how historical, social and developmental contexts shape SPOs' views of their roles and the challenges and opportunities they encounter. Nineteen 90-min focus groups with 45 SPOs from one large school police department were conducted. Analysis revealed that SPOs perceived their roles as multifaceted, encompassing both formal (e.g., law enforcer, educator) and informal (e.g., confidante, counselor) roles. These roles were enacted differently depending on the school level and neighborhood context. Furthermore, the challenges and opportunities SPOs reported were also contextualized emerging from changes in school policies, the rise in technology and social media and increased professionalization of their police department. Implications for theory and research as well as for training and policy are discussed.

How Racial/Ethnic Diversity in Urban Schools Shapes Intergroup Relations and Well-Being: Unpacking Intersectionality and Multiple Identities Perspectives.

Today's urban schools provide a unique intergroup context in which the students vary not only by race/ethnicity but also by the relative representation of their racial/ethnic groups. In two studies, we examined how this diversity aligns with intersectionality and multiple identities perspectives to affect the power and status associated with each group to shape intergroup dynamics. Study 1 focused on the perception of intergroup bias to investigate how perceived presence of same-race/ethnicity peers affects middle school students' intersectional intergroup attitudes based on race/ethnicity, gender, and sexual orientation. Middle school students (N = 1,107; Mage = 12.10; SD = 0.99) were randomly assigned to view Facebook-like profiles of peers that varied by gender (boy, girl), race/ethnicity (African American, Latinx), and sexual orientation (straight, lesbian, gay) and offered their first impressions as a way to assess various domains of intergroup attitudes. The perceived presence of same-race/ethnicity peers influenced intersectional intergroup attitudes, however, differentially so depending on stereotypes, prejudice, and behavioral tendencies. Study 2 focused on the experience of intergroup bias and simultaneously examined race, gender, and weight discrimination and its consequences among middle school students (N = 4,172; Mage = 13.5; SD = 0.87). Using latent profile analysis, five profiles of youth based on the pattern of perceived discrimination due to gender, race/ethnicity, and weight were identified. Being African American, Latinx, and male with a high body mass index (BMI) and few same-race/ethnicity peers at school predicted membership in a race profile, whereas being White or Asian with high BMI and more same-race/ethnicity peers predicted membership in a weight profile. Perceiving oneself as gender atypical was associated with all discrimination profiles.

Urban ethnically diverse adolescents' perceptions of social class at the intersection of race, gender, and sexual orientation.

Urban middle school students (N = 1,057; Mage = 12.06) viewed Facebook-like profiles of peers who varied by race/ethnicity, gender, and sexual orientation and indicated the social class (SC) of those peers along two dimensions-family income and social class position. As hypothesized, most profiles were perceived as middle class and above-average family income. Generally, as expected, differences emerged as a function of the peers' sociodemographics. Profiles of Whites and girls were rated as higher in SC, African American and Latino profiles as lower, and East Asian profiles as in-between those groups. Depending on the dimension of SC, the race/ethnicity, gender, and sexual orientation of peers intersected differentially to shape perception. Results demonstrate the value of an intersectional approach and offer directions for research. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Making the Invisible Visible: Identifying and Articulating Culture in Practice-Based Evidence.

This study describes a conceptual tool, labeled the "culture cube," developed to identify and articulate the cultural underpinnings of prevention and early intervention projects in five priority populations (i.e., African American, Asian Pacific Islander, Latino, Native American, and Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning), participating in the California Reducing Disparities Project Phase 2 (CRDP Phase 2). The culture cube was developed for evaluation of these practice-based evidence services (PBEs) for three purposes: (a) to focus attention on revealing and articulating more fully the operative worldview and culturally grounded frameworks underlying PBEs, explicitly identifying the links between cultural beliefs and values, community needs, and intervention design; (b) to guide the methods used to assess and evaluate PBEs so that the outcome indicators and process measures are conceptually consistent, community defined, and culturally centered; and (c) to invite communities to use their own indigenous epistemological frameworks to establish credible evidence. After reviewing the literature in this area and describing the theoretical framework for the culture cube, we describe its development, application, and the response to its use in the initial stages of the California Reducing Disparities Project-Phase 2.

Urban Middle School Students' Stereotypes at the Intersection of Sexual Orientation, Ethnicity, and Gender.

Heterosexual urban middle school students' (N = 1,757) stereotypes about gender typicality, intelligence, and aggression were assessed. Students (Mage  = 12.36 years) rated Facebook-like profiles of peers who varied by gender, ethnicity, and sexual orientation. Several hypotheses about how the gender, ethnicity, and sexual orientation of target peers intersect to shape stereotypes were tested. As predicted, a peer's sexual orientation determined stereotypes of gender typicality, with gay and lesbian students viewed as most atypical. As expected, ethnicity shaped stereotypes of intelligence, with Asian American students seen as most intelligent. Gender, ethnicity, and sexual orientation independently and jointly affected stereotypes of aggression. These results demonstrate the value of an intersectional approach to the study of stereotypes. Implications for future research and practice are offered.

Toward an Intersectional Approach in Developmental Science: The Role of Race, Gender, Sexual Orientation, and Immigrant Status.

Developmental theory and research have often focused on a single social identity category, for example, race or sexual orientation, and examined the consequences of that category on life outcomes. Yet intersectional models of social disadvantage (eg, Cole, 2009; Crenshaw, 1995; King, 1988) suggest that social categories combine to shape the experiences and life outcomes of individuals across life domains. In this chapter, we review empirical research that offers insight into the intersectionality of social identities across three critical developmental periods, namely, middle childhood, adolescence, and emerging adulthood. We also consider the consequences of intersecting identities across several life domains, including intergroup relations and political and civic engagement. Recognizing that the body of work on social identities is expansive, we focus our review on race/ethnicity, gender, sexual orientation, and immigrant status. In each developmental stage, we discuss what we know, drawing from the limited empirical literature, and offer suggestions on where we need to go moving forward. We conclude that research that focuses on as a single category and ignores the specific domain of development provides an incomplete and inaccurate picture that will hinder efforts to develop culturally appropriate and clinically effective prevention and intervention programs to meet the needs of our diverse children and youth living in the United States.

At the crossroads of conspicuous and concealable: what race categories communicate about sexual orientation.

We found that judgments of a perceptually ambiguous social category, sexual orientation, varied as a function of a perceptually obvious social category, race. Sexual orientation judgments tend to exploit a heuristic of gender inversion that often promotes accuracy. We predicted that an orthogonal social category that is itself gendered, race, would impact both sexual orientation categorizations and their accuracy. Importantly, overlaps in both the phenotypes and stereotypes associated with specific race and sex categories (e.g., the categories Black and Men and the categories Asian and Women) lead race categories to be decidedly gendered. Therefore, we reasoned that race categories would bias judgments of sexual orientation and their accuracy because of the inherent gendered nature. Indeed, both gay and straight perceivers in the United States were more likely to judge targets to be gay when target race was associated with gender-atypical stereotypes or phenotypes (e.g., Asian Men). Perceivers were also most accurate when judging the sexual orientation of the most strongly gender-stereotyped groups (i.e., Asian Women and Black Men), but least accurate when judging the sexual orientation of counter-stereotypical groups (i.e., Asian men and Black Women). Signal detection analyses confirmed that this pattern of accuracy was achieved because of heightened sensitivity to cues in groups who more naturally conform to gendered stereotypes (Asian Women and Black Men). Implications for social perception are discussed.

Testing a model of minority identity achievement, identity affirmation, and psychological well-being among ethnic minority and sexual minority individuals.

How is social identity related to psychological well-being among minority individuals? Drawing on developmental models of identity formation (e.g., Erikson, 1968) and on Social Identity Theory (Tajfel & Turner, 1979), we tested a conceptual model examining links between two key aspects of social identity and psychological well-being. We proposed that the association between identity achievement (exploring and understanding the meaning of one's identity) and psychological well-being is mediated by identity affirmation (developing positive feelings and a sense of belonging to one's social group). Across three studies, including ethnic minority high school students (Study 1), ethnic minority college students (Study 2) and lesbian and gay male adults (Study 3), we found strong support for the model. Results suggest that the process of exploring and understanding one's minority identity can serve as an important basis for developing positive feelings toward and an enhanced sense of attachment to the group, which can in turn confer psychological benefits for minority individuals. Implications and directions for future research are discussed.

Understanding Gender Differences in Early Adolescents' Sexual Prejudice.

Drawing on social dominance theory and the contact hypothesis, we developed and tested a two-mediator model for explaining gender differences in early adolescents' attitudes toward gay males and lesbians. Data from more than 400 ninth graders were analyzed. As predicted, gender differences in attitudes toward gay males were partially explained by social dominance orientation (SDO) and knowing a gay male. Gender differences in attitudes toward lesbians were partially mediated by SDO, while knowing a lesbian was not a mediating variable. Beyond their mediating roles, both SDO and knowing a member of the target group each significantly added to the prediction of attitudes toward each target group. Implications for policies to reduce victimization of sexual minorities in schools are discussed.

Body image satisfaction in heterosexual, gay, and lesbian adults.

Does the prevalence and degree of body dissatisfaction differ among heterosexual and homosexual men and women? Some theorists have suggested that, compared to their heterosexual peers, gay men are at greater risk for body dissatisfaction and lesbians at lower risk. Past studies examining this issue have generally relied on small samples recruited from gay or lesbian groups. Further, these studies have sometimes produced conflicting results, particularly for comparisons of lesbian and heterosexual women. In the present research, we compared body satisfaction and comfort with one's body during sexual activity among lesbian women, gay men, heterosexual women, and heterosexual men through two large online studies (Ns = 2,512 and 54,865). Compared to all other groups, heterosexual men reported more positive evaluations of their appearance, less preoccupation with their weight, more positive effects of their body image on their quality of life and the quality of their sex life, more comfort wearing a swimsuit in public, and greater willingness to reveal aspects of their body to their partner during sexual activity. Few significant differences were found among gay men, lesbian women, and heterosexual women. Many gay men (42%) reported that their feelings about their body had negative effects on the quality of their sex life, as did some lesbian women (27%), heterosexual women (30%), and heterosexual men (22%). Overall, the findings supported the hypothesis that gay men are at greater risk than heterosexual men for experiencing body dissatisfaction. There was little evidence that lesbian women experience greater body satisfaction than heterosexual women.