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  • 2016

  • Brown, Christia Spears; Stone, Ellen A. (2016): Gender Stereotypes and Discrimination. How Sexism Impacts Development. In: Advances in child development and behavior 50, S. 105-133. DOI: 10.1016/bs.acdb.2015.11.001

    DOI: http://www.ncbi.nlm.nih.gov/pubmed/26956071 

    Abstract: In this chapter, we summarize and integrate some of the latest developmental science research on gender stereotypes and discrimination in childhood and adolescence. We focus on five forms of sexism: (a) stereotypes and discrimination against boys regarding their school behaviors and disciplinary actions; (b) stereotypes and discrimination against girls in science, technology, engineering, and mathematics (STEM) domains; (c) stereotypes and discrimination in sports; (d) peer gendered harassment, including sexual harassment and teasing because of gender atypicality or nonconformity; and (e) sexualized gender stereotypes that sexually objectify girls and assume boys are sexually voracious. First, we document each type of sexism and examine children's awareness and perceptions of that bias, including their own self-reports and attributions. We examine the implications of this sexism for children and adolescents' developmental health (i.e., social, academic, and psychological well-being). We then draw connections between these various areas of research, focusing on how these different forms of sexism interact to reduce equity and justice among children and negatively impact positive developmental outcomes. The chapter concludes with suggestions for future research.

    Keywords: Adolescent, Adolescent Development, Bullying, Child, Child development, Female, Gender Identity, Geschlechterforschung, Gesundheit, Humans, Male, Pädagogische Psychologie, Peer Group, Schools, science direct, Sexism, Sexual Harassment, Social Perception, Stereotyping
  • Pozzoli, Tiziana; Gini, Gianluca; Thornberg, Robert (2016): Bullying and defending behavior. The role of explicit and implicit moral cognition. In: JOURNAL OF SCHOOL PSYCHOLOGY 59, S. 67-81. DOI: 10.1016/j.jsp.2016.09.005

    DOI: http://www.ncbi.nlm.nih.gov/pubmed/27923442 

    Abstract: Research on bullying has highlighted the role of morality in explaining the different behavior of students during bullying episodes. However, the research has been limited to the analysis of explicit measures of moral characteristics and moral reasoning, whereas implicit measures have yet to be fully considered. To overcome this limitation, this study investigated the association between bullying and defending, on one hand, and both explicit (moral disengagement, self-importance of moral values) and implicit (immediate affect toward moral stimuli [IAMS]) moral components, on the other hand. Young adolescents (N=279, mean age=11years, 9months, 44.4% girls) completed a series of self-report scales and individually performed a computer task investigating the IAMS. Two hierarchical regressions (bootstrapping method) were performed. Results showed that moral disengagement was associated with bullying and defending behavior at high levels of IAMS, however not when IAMS was low. In contrast, self-importance of moral values was not significantly associated to the two behaviors when IAMS was high whereas both associations were significant at low levels of IAMS. These results significantly expand previous knowledge about the role of morality in bullying and defending behavior. In particular, they highlight the role of the interaction between explicit and implicit moral dimensions in predicting bullying and defending behaviors.

    Keywords: Adolescent, Bullying, Child, Crime Victims/psychology, Female, Gruppenverhalten, Humans, Interpersonal Relations, Male, Moral, Morals, science direct, Social Perception, Verhaltensforschung
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