Addressing Sexism With Children: Young Adults' Beliefs About Bias Socialization.

College students' beliefs concerning socializing children about sexism and other culturally important topics were investigated using mixed methods. In Study 1, participants (N = 71) defined sexism and explained their beliefs about addressing sexism with children. Thirty-five percent argued against childhood sexism-socialization. Emergent themes provided insights about how sexism is viewed and yielded data needed to design a closed-ended socialization-beliefs survey. In Study 2, students (N = 141) completed this survey and reported their feminist beliefs and childhood-socialization experiences. Childhood sexism-socialization was more commonly endorsed by women, stronger feminists, and those who had themselves experienced childhood sexism-socialization. Descriptive data document socialization beliefs about 21 culturally important topics. Results suggest that programs aimed at socializing children about sexism should also address beliefs of the adults responsible for program implementation.

Beyond the deficit model: bullying and trajectories of character virtues in adolescence.

Previous work on peer victimization has focused primarily on academic outcomes and negative indicators of youth involved in bullying. Few studies have taken a strength-based approach to examine attributes associated with bullies and victims of bullying. As such, we examined developmental trajectories of moral, performance, and civic character components, and their links to bully status using data from 713 youth (63% female) who participated in Wave 3 (approximately Grade 7) through Wave 6 (approximately Grade 10) of the 4-H Study of Positive Youth Development. Latent growth curve analyses indicated that moral character was stable across waves, whereas civic character increased slightly by Wave 6. Trajectories for performance character varied; some youth alternatively displayed positive versus negative growth. Youth who reported bullying behavior reported lower initial levels of moral, performance, and civic character as compared to youth not involved in bullying. Bully-victims reported lower initial levels of moral and civic character as compared to youth not involved in bullying. Implications for future work examining character-related components in the context of peer victimization are discussed.

Academic achievement in the high school years: the changing role of school engagement.

School engagement is an important theoretical and practical cornerstone to the promotion of academic accomplishments. This article used a tripartite-behavioral, emotional, and cognitive-model of school engagement to assess the relationship between school engagement and academic success among high school students, and to determine whether a reciprocal relationship exists between these constructs. Data were derived from 710 youth (69% female) who took part in Waves 6 through 8 (Grades 10 through 12) of the 4-H study of positive youth development. Longitudinal confirmatory factor analyses confirmed the invariance of the tripartite model of school engagement. Results of a structural equation model showed that the components of school engagement and academic achievement were mutually predictive and that these predictions varied from grade to grade. Future possibilities for evaluating the relationship between school engagement and academic achievement, as well as the implications for educational policy and practice, are discussed.

Differing levels of gender salience in preschool classrooms: effects on children's gender attitudes and intergroup bias.

Developmental intergroup theory posits that when environments make social-group membership salient, children will be particularly likely to apply categorization processes to social groups, thereby increasing stereotypes and prejudices. To test the predicted impact of environmental gender salience, 3- to 5-year-old children (N = 57) completed gender attitude, intergroup bias, and personal preference measures at the beginning and end of a 2-week period during which teachers either did or did not make gender salient. Observations of peer play were also made at both times. After 2 weeks, children in the high- (but not low-) salience condition showed significantly increased gender stereotypes, less positive ratings of other-sex peers, and decreased play with other-sex peers. Children's own activity and occupational preferences, however, remained unaffected.