Haley Johnson
Datos Biográficos
| ID | 5381982 |
|---|---|
| NOMBRE | Haley Johnson |
| NOMBRES | Haley |
| APELLIDO | Johnson |
| FIRMA | JOHNSON H |
| AFILIACIONES | University of Virginia |
| ORCID | 0000-0001-7522-5552 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 62 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 5 |
It's going to help me in life”
Social support is associated with positive physical and psychological health outcomes for youth. We took a qualitative approach to examine the sources, forms, and functions of social support youth receive from natural mentoring relationships in their lives. Based on in‐depth interviews with 40 adolescents participating in a study of youth–adult relationships and natural mentoring processes, we found that (1) different types of adults had the capa…
Academic development and disparities in linguistically diverse middle school classrooms
As evidence mounts of persistent disparities in academic outcomes by English learner (“EL”) classification status, it is critical that we better understand how to create more equitable classroom learning environments. The present study investigates the role of classroom peer academic collaboration networks within linguistically diverse, “English‐medium” middle school classrooms. Across 29 classrooms, 491 early adolescents (including 158 EL studen…
Leveraging Relational Metaphors
The present study takes a strength-based approach to understand how young people’s individual needs shape their relationships with significant non-parental adults across adolescence. The analyses drew from qualitative interviews with 27 youth across five time-points (3 years). Three types of youth needs were identified and labeled using metaphors that refer to other prominent relationships in youth lives: coach-like adults were providing help tow…
Online racial discrimination and the role of white bystanders
Black college students attending historically and predominantly White institutions are increasingly encountering online racial discrimination. This exposure may increase psychological distress and undermine academic performance. Although White bystanders may be well-positioned to challenge racist posts, limited research has examined interventions to increase White students' willingness to confront online racial discrimination. The present study u…
From Apathy to Vigilance
The present study examined middle school students' responses to the 2017 Unite the Right rally in Charlottesville, Virginia. Using a consensual qualitative research approach, we analyzed interviews from 73 local, seventh-grade students (58% female; 55% students of color) to explore the range of students' emotional responses and cognitive engagement with the events. The resulting six profiles document heterogeneity in meaning-making and personal i…
My counselor] knows stuff about me, but [my natural mentor] actually knows me”
Identity, Positionality, and Peer Social Networks
This study aims at better understanding how an Iraqi refugee-background English learner (Fawzi) is positioned by his teacher and his peers, and how he positions himself as a member of a culturally and linguistically diverse American classroom. For that purpose, we adopt a mixed-methods approach to analyze qualitative field notes and interview data in addition to complementary quantitative peer social network data. Findings suggest that while Fawz…
Creating Classroom Communities in Linguistically Diverse Settings
Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom w…
Building trust
It's like all of his attention is on you”
The purpose of this mixed methods study was to examine the relationship between attachment, supportive nonparental youth‐adult relationships, and self‐esteem during adolescence. First, in a quantitative path analysis, we found that perceived social support from nonparental adults partially mediated the relationship between adolescent attachment and self‐esteem. In our follow‐up mixed methods analysis, we analyzed youth reflections of support expe…
Understanding mutuality
Evidence suggests that a close interpersonal bond is important for the success of youth–adult mentoring relationships. Mutuality has been suggested to be important for developing a close interpersonal bond (Rhodes, 2002, 2005), but mutuality remains an abstract construct, difficult to understand and cultivate. Using thematic analysis of mentor and mentee ( n = 42) interviews, we investigate how mentoring pairs reflect on mutuality. Results sugges…
Building Linguistically Integrated Classroom Communities
Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the followin…
How trust grows
Leveraging relational assets for adolescent development
We are interested in understanding the individual and environmental attributes that contribute to a youth’s sense of connection. Specifically, we explore the ways in which close relationships with nonparental adults (such as teachers, coaches, mentors) are 1 vector of connection through which PYD occurs. We focus on interview transcripts from 37 youth, ranging in age from 11 to 18 years. We look across their narratives of relationships with adult…
She Calls Me by My Last Name”
Interpersonal relationships during adolescence can be powerful avenues for personal development. As school is a universal context for youth, positive teacher-student relationships (TSRs) are one potential source for such developmentally promotive relationships. Unfortunately, research has shown a decline in the quality of teacher-student interactions as students progress through PK-12, which suggests a missed developmental opportunity. More resea…
Understanding mutuality
Evidence suggests that a close interpersonal bond is important for the success of youth–adult mentoring relationships. Mutuality has been suggested to be important for developing a close interpersonal bond (Rhodes, 2002, 2005), but mutuality remains an abstract construct, difficult to understand and cultivate. Using thematic analysis of mentor and mentee ( n = 42) interviews, we investigate how mentoring pairs reflect on mutuality. Results sugges…
She Calls Me by My Last Name”
Interpersonal relationships during adolescence can be powerful avenues for personal development. As school is a universal context for youth, positive teacher-student relationships (TSRs) are one potential source for such developmentally promotive relationships. Unfortunately, research has shown a decline in the quality of teacher-student interactions as students progress through PK-12, which suggests a missed developmental opportunity. More resea…
Online racial discrimination and the role of white bystanders
Black college students attending historically and predominantly White institutions are increasingly encountering online racial discrimination. This exposure may increase psychological distress and undermine academic performance. Although White bystanders may be well-positioned to challenge racist posts, limited research has examined interventions to increase White students' willingness to confront online racial discrimination. The present study u…
My counselor] knows stuff about me, but [my natural mentor] actually knows me”
It's like all of his attention is on you”
The purpose of this mixed methods study was to examine the relationship between attachment, supportive nonparental youth‐adult relationships, and self‐esteem during adolescence. First, in a quantitative path analysis, we found that perceived social support from nonparental adults partially mediated the relationship between adolescent attachment and self‐esteem. In our follow‐up mixed methods analysis, we analyzed youth reflections of support expe…
Identity, Positionality, and Peer Social Networks
This study aims at better understanding how an Iraqi refugee-background English learner (Fawzi) is positioned by his teacher and his peers, and how he positions himself as a member of a culturally and linguistically diverse American classroom. For that purpose, we adopt a mixed-methods approach to analyze qualitative field notes and interview data in addition to complementary quantitative peer social network data. Findings suggest that while Fawz…
Creating Classroom Communities in Linguistically Diverse Settings
Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom w…
Leveraging Relational Metaphors
The present study takes a strength-based approach to understand how young people’s individual needs shape their relationships with significant non-parental adults across adolescence. The analyses drew from qualitative interviews with 27 youth across five time-points (3 years). Three types of youth needs were identified and labeled using metaphors that refer to other prominent relationships in youth lives: coach-like adults were providing help tow…
Building trust
It's going to help me in life”
Social support is associated with positive physical and psychological health outcomes for youth. We took a qualitative approach to examine the sources, forms, and functions of social support youth receive from natural mentoring relationships in their lives. Based on in‐depth interviews with 40 adolescents participating in a study of youth–adult relationships and natural mentoring processes, we found that (1) different types of adults had the capa…
Academic development and disparities in linguistically diverse middle school classrooms
As evidence mounts of persistent disparities in academic outcomes by English learner (“EL”) classification status, it is critical that we better understand how to create more equitable classroom learning environments. The present study investigates the role of classroom peer academic collaboration networks within linguistically diverse, “English‐medium” middle school classrooms. Across 29 classrooms, 491 early adolescents (including 158 EL studen…
From Apathy to Vigilance
The present study examined middle school students' responses to the 2017 Unite the Right rally in Charlottesville, Virginia. Using a consensual qualitative research approach, we analyzed interviews from 73 local, seventh-grade students (58% female; 55% students of color) to explore the range of students' emotional responses and cognitive engagement with the events. The resulting six profiles document heterogeneity in meaning-making and personal i…
Building Linguistically Integrated Classroom Communities
Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the followin…
Leveraging relational assets for adolescent development
We are interested in understanding the individual and environmental attributes that contribute to a youth’s sense of connection. Specifically, we explore the ways in which close relationships with nonparental adults (such as teachers, coaches, mentors) are 1 vector of connection through which PYD occurs. We focus on interview transcripts from 37 youth, ranging in age from 11 to 18 years. We look across their narratives of relationships with adult…
She Calls Me by My Last Name”
Interpersonal relationships during adolescence can be powerful avenues for personal development. As school is a universal context for youth, positive teacher-student relationships (TSRs) are one potential source for such developmentally promotive relationships. Unfortunately, research has shown a decline in the quality of teacher-student interactions as students progress through PK-12, which suggests a missed developmental opportunity. More resea…
How trust grows
Identity, Positionality, and Peer Social Networks
This study aims at better understanding how an Iraqi refugee-background English learner (Fawzi) is positioned by his teacher and his peers, and how he positions himself as a member of a culturally and linguistically diverse American classroom. For that purpose, we adopt a mixed-methods approach to analyze qualitative field notes and interview data in addition to complementary quantitative peer social network data. Findings suggest that while Fawz…
Creating Classroom Communities in Linguistically Diverse Settings
Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom w…
Building trust
It's like all of his attention is on you”
The purpose of this mixed methods study was to examine the relationship between attachment, supportive nonparental youth‐adult relationships, and self‐esteem during adolescence. First, in a quantitative path analysis, we found that perceived social support from nonparental adults partially mediated the relationship between adolescent attachment and self‐esteem. In our follow‐up mixed methods analysis, we analyzed youth reflections of support expe…
Understanding mutuality
Evidence suggests that a close interpersonal bond is important for the success of youth–adult mentoring relationships. Mutuality has been suggested to be important for developing a close interpersonal bond (Rhodes, 2002, 2005), but mutuality remains an abstract construct, difficult to understand and cultivate. Using thematic analysis of mentor and mentee ( n = 42) interviews, we investigate how mentoring pairs reflect on mutuality. Results sugges…
Building Linguistically Integrated Classroom Communities
Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the followin…
From Apathy to Vigilance
The present study examined middle school students' responses to the 2017 Unite the Right rally in Charlottesville, Virginia. Using a consensual qualitative research approach, we analyzed interviews from 73 local, seventh-grade students (58% female; 55% students of color) to explore the range of students' emotional responses and cognitive engagement with the events. The resulting six profiles document heterogeneity in meaning-making and personal i…
My counselor] knows stuff about me, but [my natural mentor] actually knows me”
Academic development and disparities in linguistically diverse middle school classrooms
As evidence mounts of persistent disparities in academic outcomes by English learner (“EL”) classification status, it is critical that we better understand how to create more equitable classroom learning environments. The present study investigates the role of classroom peer academic collaboration networks within linguistically diverse, “English‐medium” middle school classrooms. Across 29 classrooms, 491 early adolescents (including 158 EL studen…
Leveraging Relational Metaphors
The present study takes a strength-based approach to understand how young people’s individual needs shape their relationships with significant non-parental adults across adolescence. The analyses drew from qualitative interviews with 27 youth across five time-points (3 years). Three types of youth needs were identified and labeled using metaphors that refer to other prominent relationships in youth lives: coach-like adults were providing help tow…
Online racial discrimination and the role of white bystanders
Black college students attending historically and predominantly White institutions are increasingly encountering online racial discrimination. This exposure may increase psychological distress and undermine academic performance. Although White bystanders may be well-positioned to challenge racist posts, limited research has examined interventions to increase White students' willingness to confront online racial discrimination. The present study u…
It's going to help me in life”
Social support is associated with positive physical and psychological health outcomes for youth. We took a qualitative approach to examine the sources, forms, and functions of social support youth receive from natural mentoring relationships in their lives. Based on in‐depth interviews with 40 adolescents participating in a study of youth–adult relationships and natural mentoring processes, we found that (1) different types of adults had the capa…
Psychology (15 obras) · Social Psychology (12 obras) · Developmental psychology (9 obras) · Youth Development and Social Support (9 obras) · Social Psychology (8 obras) · Sociology (8 obras) · Parental Involvement in Education (6 obras) · Positive Youth Development (6 obras) · Early Childhood Education and Development (4 obras) · Interpersonal relationship (4 obras)