Ann Cale Kruger
Biographic Data
| ID | 107073 |
|---|---|
| NAME | Ann Cale Kruger |
| GIVEN NAMES | Ann Cale |
| FAMILY NAME | Kruger |
| SIGNATURE | KRUGER A C |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0002-2974-6370 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 75 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
An Inquiry Into Early Adolescent Black Girls’ Experiences With Adult-Facilitated Peer-Based Discussions for Transformative Social and Emotional Learning
Using the dialogue-based formative intervention model to conceptualize adult-facilitated, peer-based discussions as a student-centered, listening-forward method of instruction and facilitation of social and emotional learning, we examine termination sessions of an intervention with 18 early adolescent Black girls from a low-socioeconomic, urban community to describe outcomes from participants’ perspectives and development of social and emotional …
When They Dress Like That: ” Early Adolescent Black Girls Discuss the Portrayal of Women in Hip Hop and R&B
Hip hop and R&B, the most popular music genres among young Black Americans, often contain anti-Black woman messages, perpetuating negative, hypersexual stereotypes. Within adult-facilitated, peer-based sessions, 22 early adolescent Black girls (5th–7th grades) described their perceptions of how Black women are represented in hip hop and R&B. Through intersectional heuristic and constructivist thematic analysis, we identified themes among their di…
I Wanna at Least Give Back so They Could Have an Idea of Doing Right”: A Culturally Relevant Approach to Understanding Black Adolescent Males’ Moral Development
Given the connections between moral development and positive youth development, this qualitative study explored Black adolescent males’ moral development through the application of Snarey and Siddle Walker’s African-American Model of Ethics. Framed by PVEST, results revealed participants’ notions of justice and care intersected with their racialized-gendered identities, highlighting the need for a culturally relevant approach to Black Americans’ …
Black adolescents’ perceptions of transgressor, victim, and bystander: Thinking through a sexual harassment dilemma
Scant research exists on adolescent thinking about sexual harassment (SH), and even less on Black adolescents’ thinking. We listened to Black students as they thought aloud about a hypothetical SH dilemma. Participants were 7th graders ( N = 21, 10 girls, M = 13.2 years, SD = 2.9) who identified as Black or African American. We presented a hypothetical dilemma about a boy who continues to touch a girl despite her request to stop. Participants wer…
We always tell them, but they don’t do anything about it!” Middle School Black girls Experiences with Sexual Harassment at an Urban Middle School
Black women and girls are frequently left out of narratives on sexual harassment/sexual violence due to pervasive racism and sexism. Schools contribute to this silence by continuing to overlook the exceptional needs and experiences of Black girls. Therefore, this qualitative study used an intersectional lens to examine Black girls’ experiences with sexual harassment in an urban middle school. Results indicated participants experienced both physic…
Emory-Tibet Science Initiative: Changes in Monastic Science Learning Motivation and Engagement During a Six-Year Curriculum
Led by His Holiness the Dalai Lama, the initiative taken by the Tibetan Buddhist monastic community to connect with western science and scientists presents a unique opportunity to understand the motivations and engagement behaviors that contribute to monastic science learning. In this study, we draw on quantitative data from two distinct surveys that track motivations and engagement behaviors related to science education among monastic students. …
Can a school climate survey accurately and equitably measure school quality? Examining the multilevel structure and invariance of the Georgia School Climate Scale
Growing but Not Grown: Adolescent Black Girls’ Reasoning About a Hypothetical and Challenging Social Situation
In this study, we take a situationally specific approach to understanding how Black girls perceive, process, and respond to a hypothetical social situation. Through this approach, we aim to contribute to developmental inquiry that resists deficit thinking by foregrounding the voices of Black girls. The current study took place within the participatory culture-specific intervention model and involved 22 early adolescent Black girls (fifth–seventh …
Racial Microaggressions and African American Undergraduates’ Academic Experiences: Preparation for Bias Messages as a Protective Resource
Using a sample of 108 African American undergraduates at a minority serving institution, this quantitative study investigated the relationships among aspects of parental racial socialization messages, on-campus racial microaggressions, and academic outcomes. The analysis indicated a negative relationship between academic inferiority microaggressions and school belonging. Results showed a positive intercorrelation between the academic outcomes (ac…
Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”: An Exploration Into Black Boys’ Thinking About Emotions
Social-emotional learning (SEL) is important for academic and social success, yet responsive SEL for Black youth remains underexamined. The current study analyzed focus groups to investigate how Black boys ( N = 10) in an urban middle school think about emotion and its regulation. Results revealed that participants negotiate tension between emotion expression and control; they argued that inhibition of emotions in public was essential, but they d…
Be Kind But Not Too Kind: Black Males' Prosocial Behaviors in the Face of Dehumanization
This qualitative study examined how adolescent Black males (N = 12) talk about their identities, prosocial behaviors, and connections between them. Of special interest was whether and how the participants included their experiences of dehumanization. Focus group data were analyzed using modified analytic induction. Participants felt good about their racially gendered identities but felt they occupied a precarious position in the United States. Pa…
Boundary Crossing by a Community of Practice: Tibetan Buddhist Monasteries Engage Science Education
As a globalized world struggles with division and disinformation, engaging across difference has emerged as a major challenge to communication and collaborative action needed to address growing global challenges. As such, the initiative by Tibetan Buddhist leaders to incorporate western science in curricula for monastic education may serve as an important case study that illuminates the conditions and processes at work in genuine cultural outreac…
Exploring the Influence of Racial-Ethnic and Gender Identity on the Prosocial Behaviors of African American Adolescent Males
African American male students face a multitude of challenges that may lead to poor academic and social outcomes at school. There is extensive research on the predictors of their problems, but far less on the factors that can lead to positive outcomes. To address this gap, this exploratory study asked two main questions. Does racial-ethnic identity and gender identity predict adolescent African American males' prosocial behaviors, and if so, is t…
Spirituality and Post-Stroke Aphasia Recovery
Who Responds to Crying: Maternal Care and Allocare among the !Kung
Cultural learning
This target article presents a theory of human cultural learning. Cultural learning is identified with those instances of social learning in which intersubjectivity or perspective-taking plays a vital role, both in the original learning process and in the resulting cognitive product. Cultural learning manifests itself in three forms during human ontogeny: imitative learning, instructed learning, and collaborative learning – in that order. Evidenc…
Peer collaboration: Conflict, cooperation, or both
The present study sought to characterize the mechanism of cognitive change during peer interaction. Forty‐eight focal subjects (8‐year‐old females) were paired with either their mother or their best friend for dyadic discussion of two socio‐moral dilemmas. The focal subjects were pretested and posttested to assess any change in their socio‐moral reasoning. The hypothesis tested was that subjects cooperatively co‐construct solutions to dilemmas; t…
Joint attention on actions: Acquiring verbs in ostensive and non-ostensive contexts
Two studies of verb learning are reported. The focus of both studies was on children in their second year of life learning verbs in various pragmatic contexts. Of particular interest was the comparison of ostensive contexts – in which word and referent were simultaneously present in the child's perceptual field – to non-ostensive contexts. In a naturalistic study of 24 children at 1;3 and 1;9, it was found that mothers modelled verbs for their ch…
Transactive discussions with peers and adults
Linguistic environment of 1- to 2-year-old twins
The current study investigated differences in the language learning environments of singletons and twins, with special reference to pragmatic factors that might be expected to differ in dyadic and triadic interactive situations. Six twin pairs and 12 singleton children (all firstborn) were observed in natural interactions with their mothers, once at 15 months of age and again at 21 months of age. Twins were lower than singletons on all measures o…
The development of gestural communication in young chimpanzees
Transactive discussions with peers and adults
We always tell them, but they don’t do anything about it!” Middle School Black girls Experiences with Sexual Harassment at an Urban Middle School
Black women and girls are frequently left out of narratives on sexual harassment/sexual violence due to pervasive racism and sexism. Schools contribute to this silence by continuing to overlook the exceptional needs and experiences of Black girls. Therefore, this qualitative study used an intersectional lens to examine Black girls’ experiences with sexual harassment in an urban middle school. Results indicated participants experienced both physic…
Peer collaboration: Conflict, cooperation, or both
The present study sought to characterize the mechanism of cognitive change during peer interaction. Forty‐eight focal subjects (8‐year‐old females) were paired with either their mother or their best friend for dyadic discussion of two socio‐moral dilemmas. The focal subjects were pretested and posttested to assess any change in their socio‐moral reasoning. The hypothesis tested was that subjects cooperatively co‐construct solutions to dilemmas; t…
Linguistic environment of 1- to 2-year-old twins
The current study investigated differences in the language learning environments of singletons and twins, with special reference to pragmatic factors that might be expected to differ in dyadic and triadic interactive situations. Six twin pairs and 12 singleton children (all firstborn) were observed in natural interactions with their mothers, once at 15 months of age and again at 21 months of age. Twins were lower than singletons on all measures o…
The development of gestural communication in young chimpanzees
Who Responds to Crying: Maternal Care and Allocare among the !Kung
Exploring the Influence of Racial-Ethnic and Gender Identity on the Prosocial Behaviors of African American Adolescent Males
African American male students face a multitude of challenges that may lead to poor academic and social outcomes at school. There is extensive research on the predictors of their problems, but far less on the factors that can lead to positive outcomes. To address this gap, this exploratory study asked two main questions. Does racial-ethnic identity and gender identity predict adolescent African American males' prosocial behaviors, and if so, is t…
Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”: An Exploration Into Black Boys’ Thinking About Emotions
Social-emotional learning (SEL) is important for academic and social success, yet responsive SEL for Black youth remains underexamined. The current study analyzed focus groups to investigate how Black boys ( N = 10) in an urban middle school think about emotion and its regulation. Results revealed that participants negotiate tension between emotion expression and control; they argued that inhibition of emotions in public was essential, but they d…
Be Kind But Not Too Kind: Black Males' Prosocial Behaviors in the Face of Dehumanization
This qualitative study examined how adolescent Black males (N = 12) talk about their identities, prosocial behaviors, and connections between them. Of special interest was whether and how the participants included their experiences of dehumanization. Focus group data were analyzed using modified analytic induction. Participants felt good about their racially gendered identities but felt they occupied a precarious position in the United States. Pa…
The development of gestural communication in young chimpanzees
Transactive discussions with peers and adults
Linguistic environment of 1- to 2-year-old twins
The current study investigated differences in the language learning environments of singletons and twins, with special reference to pragmatic factors that might be expected to differ in dyadic and triadic interactive situations. Six twin pairs and 12 singleton children (all firstborn) were observed in natural interactions with their mothers, once at 15 months of age and again at 21 months of age. Twins were lower than singletons on all measures o…
Joint attention on actions: Acquiring verbs in ostensive and non-ostensive contexts
Two studies of verb learning are reported. The focus of both studies was on children in their second year of life learning verbs in various pragmatic contexts. Of particular interest was the comparison of ostensive contexts – in which word and referent were simultaneously present in the child's perceptual field – to non-ostensive contexts. In a naturalistic study of 24 children at 1;3 and 1;9, it was found that mothers modelled verbs for their ch…
Cultural learning
This target article presents a theory of human cultural learning. Cultural learning is identified with those instances of social learning in which intersubjectivity or perspective-taking plays a vital role, both in the original learning process and in the resulting cognitive product. Cultural learning manifests itself in three forms during human ontogeny: imitative learning, instructed learning, and collaborative learning – in that order. Evidenc…
Peer collaboration: Conflict, cooperation, or both
The present study sought to characterize the mechanism of cognitive change during peer interaction. Forty‐eight focal subjects (8‐year‐old females) were paired with either their mother or their best friend for dyadic discussion of two socio‐moral dilemmas. The focal subjects were pretested and posttested to assess any change in their socio‐moral reasoning. The hypothesis tested was that subjects cooperatively co‐construct solutions to dilemmas; t…
Who Responds to Crying: Maternal Care and Allocare among the !Kung
Spirituality and Post-Stroke Aphasia Recovery
Boundary Crossing by a Community of Practice: Tibetan Buddhist Monasteries Engage Science Education
As a globalized world struggles with division and disinformation, engaging across difference has emerged as a major challenge to communication and collaborative action needed to address growing global challenges. As such, the initiative by Tibetan Buddhist leaders to incorporate western science in curricula for monastic education may serve as an important case study that illuminates the conditions and processes at work in genuine cultural outreac…
Exploring the Influence of Racial-Ethnic and Gender Identity on the Prosocial Behaviors of African American Adolescent Males
African American male students face a multitude of challenges that may lead to poor academic and social outcomes at school. There is extensive research on the predictors of their problems, but far less on the factors that can lead to positive outcomes. To address this gap, this exploratory study asked two main questions. Does racial-ethnic identity and gender identity predict adolescent African American males' prosocial behaviors, and if so, is t…
Emory-Tibet Science Initiative: Changes in Monastic Science Learning Motivation and Engagement During a Six-Year Curriculum
Led by His Holiness the Dalai Lama, the initiative taken by the Tibetan Buddhist monastic community to connect with western science and scientists presents a unique opportunity to understand the motivations and engagement behaviors that contribute to monastic science learning. In this study, we draw on quantitative data from two distinct surveys that track motivations and engagement behaviors related to science education among monastic students. …
Can a school climate survey accurately and equitably measure school quality? Examining the multilevel structure and invariance of the Georgia School Climate Scale
Growing but Not Grown: Adolescent Black Girls’ Reasoning About a Hypothetical and Challenging Social Situation
In this study, we take a situationally specific approach to understanding how Black girls perceive, process, and respond to a hypothetical social situation. Through this approach, we aim to contribute to developmental inquiry that resists deficit thinking by foregrounding the voices of Black girls. The current study took place within the participatory culture-specific intervention model and involved 22 early adolescent Black girls (fifth–seventh …
Racial Microaggressions and African American Undergraduates’ Academic Experiences: Preparation for Bias Messages as a Protective Resource
Using a sample of 108 African American undergraduates at a minority serving institution, this quantitative study investigated the relationships among aspects of parental racial socialization messages, on-campus racial microaggressions, and academic outcomes. The analysis indicated a negative relationship between academic inferiority microaggressions and school belonging. Results showed a positive intercorrelation between the academic outcomes (ac…
Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”: An Exploration Into Black Boys’ Thinking About Emotions
Social-emotional learning (SEL) is important for academic and social success, yet responsive SEL for Black youth remains underexamined. The current study analyzed focus groups to investigate how Black boys ( N = 10) in an urban middle school think about emotion and its regulation. Results revealed that participants negotiate tension between emotion expression and control; they argued that inhibition of emotions in public was essential, but they d…
Be Kind But Not Too Kind: Black Males' Prosocial Behaviors in the Face of Dehumanization
This qualitative study examined how adolescent Black males (N = 12) talk about their identities, prosocial behaviors, and connections between them. Of special interest was whether and how the participants included their experiences of dehumanization. Focus group data were analyzed using modified analytic induction. Participants felt good about their racially gendered identities but felt they occupied a precarious position in the United States. Pa…
Black adolescents’ perceptions of transgressor, victim, and bystander: Thinking through a sexual harassment dilemma
Scant research exists on adolescent thinking about sexual harassment (SH), and even less on Black adolescents’ thinking. We listened to Black students as they thought aloud about a hypothetical SH dilemma. Participants were 7th graders ( N = 21, 10 girls, M = 13.2 years, SD = 2.9) who identified as Black or African American. We presented a hypothetical dilemma about a boy who continues to touch a girl despite her request to stop. Participants wer…
We always tell them, but they don’t do anything about it!” Middle School Black girls Experiences with Sexual Harassment at an Urban Middle School
Black women and girls are frequently left out of narratives on sexual harassment/sexual violence due to pervasive racism and sexism. Schools contribute to this silence by continuing to overlook the exceptional needs and experiences of Black girls. Therefore, this qualitative study used an intersectional lens to examine Black girls’ experiences with sexual harassment in an urban middle school. Results indicated participants experienced both physic…
I Wanna at Least Give Back so They Could Have an Idea of Doing Right”: A Culturally Relevant Approach to Understanding Black Adolescent Males’ Moral Development
Given the connections between moral development and positive youth development, this qualitative study explored Black adolescent males’ moral development through the application of Snarey and Siddle Walker’s African-American Model of Ethics. Framed by PVEST, results revealed participants’ notions of justice and care intersected with their racialized-gendered identities, highlighting the need for a culturally relevant approach to Black Americans’ …
When They Dress Like That: ” Early Adolescent Black Girls Discuss the Portrayal of Women in Hip Hop and R&B
Hip hop and R&B, the most popular music genres among young Black Americans, often contain anti-Black woman messages, perpetuating negative, hypersexual stereotypes. Within adult-facilitated, peer-based sessions, 22 early adolescent Black girls (5th–7th grades) described their perceptions of how Black women are represented in hip hop and R&B. Through intersectional heuristic and constructivist thematic analysis, we identified themes among their di…
An Inquiry Into Early Adolescent Black Girls’ Experiences With Adult-Facilitated Peer-Based Discussions for Transformative Social and Emotional Learning
Using the dialogue-based formative intervention model to conceptualize adult-facilitated, peer-based discussions as a student-centered, listening-forward method of instruction and facilitation of social and emotional learning, we examine termination sessions of an intervention with 18 early adolescent Black girls from a low-socioeconomic, urban community to describe outcomes from participants’ perspectives and development of social and emotional …
Psychology (18 works) · Developmental psychology (12 works) · Social Psychology (11 works) · Sociology (9 works) · Critical Race Theory in Education (6 works) · Social Psychology (6 works) · Child and Animal Learning Development (4 works) · Cognitive psychology (4 works) · Gender Studies (4 works) · Pedagogy (4 works)