Skip to main content
Top
Gepubliceerd in: Journal of Youth and Adolescence 5/2018

23-08-2017 | Empirical Research

Gender Norm Salience Across Middle Schools: Contextual Variations in Associations Between Gender Typicality and Socioemotional Distress

Auteurs: Danielle Sayre Smith, Hannah L. Schacter, Craig Enders, Jaana Juvonen

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 5/2018

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Youth who feel they do not fit with gender norms frequently experience peer victimization and socioemotional distress. To gauge differences between schools, the current study examined the longitudinal effects of school-level gender norm salience—a within-school association between gender typicality and peer victimization—on socioemotional distress across 26 ethnically diverse middle schools (n boys = 2607; n girls = 2805). Boys (but not girls) reporting lower gender typicality experienced more loneliness and social anxiety in schools with more salient gender norms, even when accounting for both individual and school level victimization. Greater gender norm salience also predicted increased depressed mood among boys regardless of gender typicality. These findings suggest particular sensitivity among boys to environments in which low gender typicality is sanctioned.
Literatuur
go back to reference Blakemore, J. E. O. (2003). Children’s beliefs about violating gender norms: Boys shouldn’t look like girls, and girls shouldn’t act like boys. Sex Roles, 48(9/10), 411–419. doi:10.1023/A:1023574427720.CrossRef Blakemore, J. E. O. (2003). Children’s beliefs about violating gender norms: Boys shouldn’t look like girls, and girls shouldn’t act like boys. Sex Roles, 48(9/10), 411–419. doi:10.​1023/​A:​1023574427720.CrossRef
go back to reference Cialdini, R. B., Kallgren, C. A., & Reno, R. R. (1991). A focus theory of normative conduct: A theoretical refinement and reevaluation of the role of norms in human behavior. Advances in Experimental Social Psychology, 24, 201–234. doi:10.1016/S0065-2601(08)60330-5.CrossRef Cialdini, R. B., Kallgren, C. A., & Reno, R. R. (1991). A focus theory of normative conduct: A theoretical refinement and reevaluation of the role of norms in human behavior. Advances in Experimental Social Psychology, 24, 201–234. doi:10.​1016/​S0065-2601(08)60330-5.CrossRef
go back to reference Dijkstra, J. K., & Gest, S. D. (2015). Peer norm salience for academic achievement, prosocial behavior, and bullying: Implications for adolescent school experiences. The Journal of Early Adolescence, 35(1), 79–96. doi:10.1177/0272431614524303.CrossRef Dijkstra, J. K., & Gest, S. D. (2015). Peer norm salience for academic achievement, prosocial behavior, and bullying: Implications for adolescent school experiences. The Journal of Early Adolescence, 35(1), 79–96. doi:10.​1177/​0272431614524303​.CrossRef
go back to reference Eder, D., Evans, C. C., & Parker, S. (1995). School talk: Gender and adolescent culture. New Brunswick, NJ: Rutgers University Press. Eder, D., Evans, C. C., & Parker, S. (1995). School talk: Gender and adolescent culture. New Brunswick, NJ: Rutgers University Press.
go back to reference Good, G. E., Robertson, J. M., Fitzgerald, L. F., Stevens, M., & Bartels, K. M. (1996). The relation between masculine role conflict and psychological distress in male university counseling center clients. Journal of Counseling & Development, 75(1), 44–49. doi:10.1002/j.1556-6676.1996.tb02313.x.CrossRef Good, G. E., Robertson, J. M., Fitzgerald, L. F., Stevens, M., & Bartels, K. M. (1996). The relation between masculine role conflict and psychological distress in male university counseling center clients. Journal of Counseling & Development, 75(1), 44–49. doi:10.​1002/​j.​1556-6676.​1996.​tb02313.​x.CrossRef
go back to reference Heinze, J. E., & Horn, S. S. (2014). Do adolescents’ evaluations of exclusion differ based on gender expression and sexual orientation? Journal of Social Issues, 70(1), 63–80. doi:10.1111/josi.12047.CrossRef Heinze, J. E., & Horn, S. S. (2014). Do adolescents’ evaluations of exclusion differ based on gender expression and sexual orientation? Journal of Social Issues, 70(1), 63–80. doi:10.​1111/​josi.​12047.CrossRef
go back to reference Jennings, T. (2007). Addressing diversity in US teacher preparation programs: a survey of elementary and secondary programs’ priorities and challenges from across the United States of America. Teaching and Teacher Education, 23(8), 1258–1271. doi:10.1016/j.tate.2006.05.004.CrossRef Jennings, T. (2007). Addressing diversity in US teacher preparation programs: a survey of elementary and secondary programs’ priorities and challenges from across the United States of America. Teaching and Teacher Education, 23(8), 1258–1271. doi:10.​1016/​j.​tate.​2006.​05.​004.CrossRef
go back to reference Jewell, J. A., & Brown, C. S. (2014). Relations among gender typicality, peer relations, and mental health during early adolescence. Social Development, 23(1), 137–156. doi:10.1111/sode.12042.CrossRef Jewell, J. A., & Brown, C. S. (2014). Relations among gender typicality, peer relations, and mental health during early adolescence. Social Development, 23(1), 137–156. doi:10.​1111/​sode.​12042.CrossRef
go back to reference Juvonen, J., & Galvan, A. (2009). Bullying as a means to foster compliance. In M. J. Harris (Ed.), Bullying, rejection, and peer victimization: A social cognitive neuroscience perspective (pp. 299–318). New York, NY: Springer. Juvonen, J., & Galvan, A. (2009). Bullying as a means to foster compliance. In M. J. Harris (Ed.), Bullying, rejection, and peer victimization: A social cognitive neuroscience perspective (pp. 299–318). New York, NY: Springer.
go back to reference Juvonen, J., Nishina, A., & Graham, S. (2001). Self-views and peer perceptions of victim status among early adolescents. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized. New York, NY: Guilford Press. Juvonen, J., Nishina, A., & Graham, S. (2001). Self-views and peer perceptions of victim status among early adolescents. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized. New York, NY: Guilford Press.
go back to reference Kochenderfer-Ladd, B., & Pelletier, M. E. (2008). Teachers’ views and beliefs about bullying: influences on classroom management strategies and students’ coping with peer victimization. Journal of School Psychology, 46(4), 431–453. doi:10.1016/j.jsp.2007.07.005.CrossRefPubMed Kochenderfer-Ladd, B., & Pelletier, M. E. (2008). Teachers’ views and beliefs about bullying: influences on classroom management strategies and students’ coping with peer victimization. Journal of School Psychology, 46(4), 431–453. doi:10.​1016/​j.​jsp.​2007.​07.​005.CrossRefPubMed
go back to reference Kosciw, J. G., Greytak, E. A., Palmer, N. A., & Boesen, M. J. (2014). The 2013 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York, NY: GLSEN. Kosciw, J. G., Greytak, E. A., Palmer, N. A., & Boesen, M. J. (2014). The 2013 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York, NY: GLSEN.
go back to reference Lampard, A. M., MacLehose, R. F., Eisenberg, M. E., Neumark-Sztainer, D., & Davison, K. K. (2014). Weight-related teasing in the school environment: Associations with psychosocial health and weight control practices among adolescent boys and girls. Journal of Youth and Adolescence, 43(10), 1770–1780. doi:10.1007/s10964-013-0086-3.CrossRefPubMedCentralPubMed Lampard, A. M., MacLehose, R. F., Eisenberg, M. E., Neumark-Sztainer, D., & Davison, K. K. (2014). Weight-related teasing in the school environment: Associations with psychosocial health and weight control practices among adolescent boys and girls. Journal of Youth and Adolescence, 43(10), 1770–1780. doi:10.​1007/​s10964-013-0086-3.CrossRefPubMedCentralPubMed
go back to reference McHale, S. M., Crouter, A. C., & Tucker, C. J. (1999). Family context and gender role socialization in middle childhood: Comparing girls to boys and sisters to brothers. Child Development, 70(4), 990–1004. doi:10.1111/1467-8624.00072.CrossRefPubMed McHale, S. M., Crouter, A. C., & Tucker, C. J. (1999). Family context and gender role socialization in middle childhood: Comparing girls to boys and sisters to brothers. Child Development, 70(4), 990–1004. doi:10.​1111/​1467-8624.​00072.CrossRefPubMed
go back to reference Muthen, L. K., & Muthen, B. O. (1998–2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthen & Muthen. Muthen, L. K., & Muthen, B. O. (1998–2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthen & Muthen.
go back to reference Pascoe, C. J. (2012). Dude, you’re a fag: Masculinity and sexuality in high school. Los Angeles: University of California Press. Pascoe, C. J. (2012). Dude, you’re a fag: Masculinity and sexuality in high school. Los Angeles: University of California Press.
go back to reference Pellegrini, A. D., & Long, J. D. (2002). A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school. British Journal of Developmental Psychology, 20(2), 259–280. doi:10.1348/026151002166442.CrossRef Pellegrini, A. D., & Long, J. D. (2002). A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school. British Journal of Developmental Psychology, 20(2), 259–280. doi:10.​1348/​026151002166442.CrossRef
go back to reference Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage Publications. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
go back to reference Schwalbe, M. L., & Mason-Schrock, D. (1996). Identity work as group process. In M. J. Lovaglia & R. Simon (Eds.), Advances in group processes 13, (113–147). Greenwich, CT: JAI Press. Schwalbe, M. L., & Mason-Schrock, D. (1996). Identity work as group process. In M. J. Lovaglia & R. Simon (Eds.), Advances in group processes 13, (113–147). Greenwich, CT: JAI Press.
go back to reference Sun, S. S., Schubert, C. M., Chumlea, W. C., Roche, A. F., Kulin, H. E., Lee, P. A., et al. (2002). National estimates of the timing of sexual maturation and racial differences among US children. Pediatrics, 110(5), 911–919. doi:10.1542/peds.110.5.911.CrossRefPubMed Sun, S. S., Schubert, C. M., Chumlea, W. C., Roche, A. F., Kulin, H. E., Lee, P. A., et al. (2002). National estimates of the timing of sexual maturation and racial differences among US children. Pediatrics, 110(5), 911–919. doi:10.​1542/​peds.​110.​5.​911.CrossRefPubMed
go back to reference Westenberg, M. P., Drewes, M. J., Goedhart, A. W., Siebelink, B. M., & Treffers, P. D. A. (2004). A developmental analysis of self-reported fears in late childhood through mid-adolescence: Social-evaluative fears on the rise? Journal of Child Psychology and Psychiatry, 45(3), 481–495. doi:10.1111/j.1469-7610.2004.00239.x.CrossRefPubMed Westenberg, M. P., Drewes, M. J., Goedhart, A. W., Siebelink, B. M., & Treffers, P. D. A. (2004). A developmental analysis of self-reported fears in late childhood through mid-adolescence: Social-evaluative fears on the rise? Journal of Child Psychology and Psychiatry, 45(3), 481–495. doi:10.​1111/​j.​1469-7610.​2004.​00239.​x.CrossRefPubMed
go back to reference Wright, J. C., Giammarino, M., & Parad, H. W. (1986). Social status in small groups: Individual–group similarity and the social “misfit. Journal of Personality and Social Psychology, 50(3), 523–536. doi:10.1037/0022-3514.50.3.523.CrossRef Wright, J. C., Giammarino, M., & Parad, H. W. (1986). Social status in small groups: Individual–group similarity and the social “misfit. Journal of Personality and Social Psychology, 50(3), 523–536. doi:10.​1037/​0022-3514.​50.​3.​523.CrossRef
Metagegevens
Titel
Gender Norm Salience Across Middle Schools: Contextual Variations in Associations Between Gender Typicality and Socioemotional Distress
Auteurs
Danielle Sayre Smith
Hannah L. Schacter
Craig Enders
Jaana Juvonen
Publicatiedatum
23-08-2017
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 5/2018
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-017-0732-2

Andere artikelen Uitgave 5/2018

Journal of Youth and Adolescence 5/2018 Naar de uitgave