Beth Kurtz-Costes
Biographic Data
| ID | 171567 |
|---|---|
| NAME | Beth Kurtz-Costes |
| GIVEN NAMES | Beth |
| FAMILY NAME | Kurtz-Costes |
| SIGNATURE | KURTZ-COSTES B |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| ORCID | 0000-0003-3026-4413 |
| VERIFIED | Yes |
| TOTAL WORKS | 38 |
| TOTAL CITATIONS | 384 |
| WORKS AS AUTHOR | 38 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 9 |
Longitudinal associations between math self‐concept and math Black–White stereotypes among Black adolescents
In the United States, Black youth are negatively stereotyped in math ability and are comparatively behind their White and Asian peers on many indicators of math success. Because perceptions of social groups are linked to self-perceptions, Black youths' endorsement of Black-White math stereotypes might be bidirectionally related to their perceptions of their own math abilities. Drawing from a sample of 563 Black youth (250 boys; 313 girls), we use…
Early Adolescent Cherokees' Reports of Stereotypes About Native Americans
Given the paucity of research on ethnic-racial stereotypes from the child's perspective, we explored the content of Cherokee adolescents' perceptions of stereotypes about Native Americans, as well as grade-level and school-type differences in the frequency of stereotype reports. The sample comprised 212 Cherokee adolescents ( M age = 12.7 years; Grades 6-8) enrolled in a tribal middle school or one of two public middle schools. Adolescents were a…
Religiosity and mistreatment among Christian and Muslim Arab Americans
Directionality explored
Increases in conversations about race and racial discrimination experiences during adolescence make this a critical developmental period to investigate adolescents' awareness of racism. We examined bidirectional associations between race-based experiences and awareness of systemic racism-operationalized as understanding systemic causes of racial disparities in education. Adolescents who self-identified as African American/Black were surveyed in G…
Ethnic identity in Arab Americans
Arab Americans constitute a diverse, sizeable ethnic minority in the United States. However, limited research has examined the content of Arab American ethnic identity and whether this ethnic identity differs by demographic factors. In the present study, we developed measures of Arab American ethnic identity and cultural practice, and assessed differences in those variables by gender, religious affiliation (Muslim, Christian), and age. Arab Ameri…
Race differences in Black and white adolescents’ academic gender stereotypes across middle and late adolescence
Objectives: We examined race differences in adolescents' beliefs about boys' and girls' English, math, and science abilities, testing the hypothesis that Black adolescents would rate girls' abilities more favorably than boys' across all domains. In contrast, we expected that White adolescents would report traditional stereotypes favoring boys in math and science and favoring girls in English, and that developmental change would reflect increasing…
Ethnic-racial identity, gender identity, and well-being in Cherokee early adolescents
For this sample of Cherokee adolescents, ethnic-racial identity held more prominence for girls than for boys, although aspects of gender identity were more strongly related to well-being for both genders. Results of the study indicate the significance of considering multiple identities in understanding identity development in American Indian adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Curricular Tracking, Students’ Academic Identity, and School Belonging
Curricular tracking is common in many countries, yet this school practice might have unintended consequences for students’ attitudes toward school. We examined the changes in adolescents’ school belonging among sixth graders placed in honors versus regular math, with academic identity as a mediator in this relation. Early adolescents ( N = 322; 72% White; 164 girls) in the southeastern United States completed measures of school belonging and acad…
The development of academic and nonacademic race stereotypes in African American adolescents
The purpose of this longitudinal study was to examine developmental change and gender differences in the Black-White race stereotype endorsement of African American adolescents. In Grades 7, 10, and 12, African American students ( N = 563; 313 girls) reported their perceptions of the competence of Blacks and Whites in academic, music, and sports domains. Multilevel growth modeling (MLM) was used to assess change from Grade 7 to Grade 12. Separate…
Longitudinal relations between skin tone and self-esteem in African American girls
We examined developmental changes in self-esteem from late childhood to late adolescence in African American girls ( N = 124), comparing skin tone groups. Girls completed a measure of self-esteem when they were in Grades 5, 7, 10, and 12, and in Grade 12 their skin tone was rated on a 3-point scale (1 = Light, 2 = Medium, 3 = Dark). Girls with lighter skin reported higher self-esteem than dark and medium-toned girls in Grades 5 and 7, and their s…
Parents’ Racial Beliefs and Ethnic–Racial Socialization in African American Families
We investigated relations among African American parents' reports of ethnic–racial socialization received during their own childhood, their racial attitudes (i.e., perceptions of U.S. racial climate and valuing of intergroup contact), and their 12th-grade children's reports of parents' use of racial pride socialization and preparation for bias. Parents' (N = 193) reports of received racial pride and preparation for bias socialization were related…
Black Adolescents’ Critical Reflection Development
This research explored the development of Black adolescents' (N = 454) critical reflection, conceived as individual (i.e., blaming Black people) and structural (i.e., blaming systemic racism) attributions for race achievement gaps. In this longitudinal study, adolescents and their parents reported their individual and structural attributions for race achievement gaps and parents' racial socialization. Adolescents' structural attributions increase…
Gender Typicality, Felt Pressure for Gender Conformity, Racial Centrality, and Self-Esteem in African American Adolescents
Using a sample of 203 African American late adolescents aged 16 to 19 years (Mage = 17.77 years), we examined whether two aspects of gender identity-gender typicality and felt pressure for gender conformity-were related to self-esteem. Racial centrality (i.e., the importance of race to the individual's self-concept) and gender were tested as moderators of these relations. Compared to girls, boys reported that they were more typical of their gende…
Media’s Influence on Perceptions of Trans Women
Bidirectional influence between African American mothers’ and children’s racial centrality from elementary through high school
For many African Americans, racial identity is an important aspect of their individual identity. We explored developmental change and stability of individual differences in the racial centrality of African American youths and their mothers as well as the relation between maternal and child racial centrality across time. African American youths (N = 380) and mothers completed surveys when youths were in grades 5, 7, 10, and 12. Mean levels of yout…
Skin tone bias among African Americans
Gender Development in African American Youth
Using the organizing framework of Ruble, Martin, and Berenbaum (2006), we summarized literature on gender development in African American youth within six content areas: biological/categorical sex, activities and interests, personal-social attributes, social relationships, styles and symbols, and values regarding gender. Results with African Americans were compared with what is known about gender processes in other U.S. racial groups, and gaps in…
Families as Educational Settings
Self-views of African-American Youth are Related to the Gender Stereotypes and Ability Attributions of Their Parents
We examined relations among African American mothers' ( N = 392) stereotypes about gender differences in mathematics, science, and reading performance, parents' attributions about their children's academic successes and failures, and their seventh and eighth grade children's academic self-views (domain-specific ability attributions and self-concept). Parents' stereotypes about gender differences in abilities were related to their ability attribut…
Gender differences in motivational pathways to college for middle class African American youths
Using a sample of predominantly middle-class African American adolescents and parents (N = 424), the authors tested a path model linking parental expectations for children's future educational attainment, youths' motivation during Grade 11, and youths' subsequent on-time postsecondary educational progress. Parents' expectations were positively related to adolescents' educational attainment aspirations, attainment expectations, utility values (i.e…
Academic Self-concept in Black Adolescents
We examined the relation between race- and gender-group competence ratings and academic self-concept in 252 Black seventh- and eighth-graders. On average, youth reported traditional race stereotypes, whereas gender stereotypes were traditional about verbal abilities and were nontraditional regarding math/science abilities. Among boys, in-group gender and in-group race-based competence ratings (i.e. ratings of boys and Blacks) were related to math…
Emotional availability and psychosocial correlates among mothers in substance‐abuse treatment and their young infants
Emotional availability (EA) was investigated among low‐income mothers enrolled in substance‐abuse treatment and their young infants ( n = 21) compared with a demographically matched group of mother–infant pairs who, by self‐report, were not at risk for substance abuse ( n = 27). The mother–infant dyads in the treatment group generally demonstrated poorer EA functioning than those in the comparison group, but few differences between the groups on …
Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth
The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centralit…
Social Status as a Predictor of Race and Gender Stereotypes in Late Childhood and Early Adolescence
We examined race and gender stereotypes in fourth‐, sixth‐ and eighth‐grade White and Black children. The participants reported their perceptions of the competence of Black, White, female and male children in academic domains, sports and music. In general, low‐status groups (girls and Black children) did not endorse stereotypes that reflected negatively on their own group but were likely to report stereotypes that favored their social group. High…
Children's Theories of Intelligence
The authors tested a developmental model of children's theories about intelligence in kindergarten, second grade, and fourth grade children by using paper-and-pencil maze tasks. Older children were more likely than younger children to espouse learning goals (e.g., that they preferred difficult mazes to improve their skill), and less likely to espouse performance goals (e.g., that they preferred easy mazes to be successful). Children in all 3 age …
Perceived Racial Discrimination and Self‐Esteem in African American Youth
Racial socialization was examined as a protective factor that might buffer African American youth from the negative effects of perceived racial discrimination. Two types of racial socialization were examined: messages about race pride and preparation for bias. One hundred twenty-eight eighth-grade African American students participated in the study. As anticipated, both types of socialization moderated the relationship between discrimination and …
Black Adolescents’ Critical Reflection Development
This research explored the development of Black adolescents' (N = 454) critical reflection, conceived as individual (i.e., blaming Black people) and structural (i.e., blaming systemic racism) attributions for race achievement gaps. In this longitudinal study, adolescents and their parents reported their individual and structural attributions for race achievement gaps and parents' racial socialization. Adolescents' structural attributions increase…
Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth
The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centralit…
Social Status as a Predictor of Race and Gender Stereotypes in Late Childhood and Early Adolescence
We examined race and gender stereotypes in fourth‐, sixth‐ and eighth‐grade White and Black children. The participants reported their perceptions of the competence of Black, White, female and male children in academic domains, sports and music. In general, low‐status groups (girls and Black children) did not endorse stereotypes that reflected negatively on their own group but were likely to report stereotypes that favored their social group. High…
Gender and doctoral studies
Twenty students enrolled in Ph.D. programmes were interviewed to examine the role of gender in their academic experiences. Gender was examined in three ways: gender of the student, gender of the student’s faculty supervisor and gender make‐up of the faculty within the student’s department or academic unit. All students reported the importance of supportive faculty mentors and that financial worries, time pressure and the uncertainty of future emp…
Gender differences in motivational pathways to college for middle class African American youths
Using a sample of predominantly middle-class African American adolescents and parents (N = 424), the authors tested a path model linking parental expectations for children's future educational attainment, youths' motivation during Grade 11, and youths' subsequent on-time postsecondary educational progress. Parents' expectations were positively related to adolescents' educational attainment aspirations, attainment expectations, utility values (i.e…
Media’s Influence on Perceptions of Trans Women
Strategy acquisition and transfer among American and German children
This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition.184 German and 161 American children were pretested on memory and metamemory tasks.Children were then assigned to either an organizational strategy training condition or a control condition.All children were tested on the main…
The Development of Stereotypes About the Rich and Poor
The development of academic and nonacademic race stereotypes in African American adolescents
The purpose of this longitudinal study was to examine developmental change and gender differences in the Black-White race stereotype endorsement of African American adolescents. In Grades 7, 10, and 12, African American students ( N = 563; 313 girls) reported their perceptions of the competence of Blacks and Whites in academic, music, and sports domains. Multilevel growth modeling (MLM) was used to assess change from Grade 7 to Grade 12. Separate…
Ethnic-racial identity, gender identity, and well-being in Cherokee early adolescents
For this sample of Cherokee adolescents, ethnic-racial identity held more prominence for girls than for boys, although aspects of gender identity were more strongly related to well-being for both genders. Results of the study indicate the significance of considering multiple identities in understanding identity development in American Indian adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Curricular Tracking, Students’ Academic Identity, and School Belonging
Curricular tracking is common in many countries, yet this school practice might have unintended consequences for students’ attitudes toward school. We examined the changes in adolescents’ school belonging among sixth graders placed in honors versus regular math, with academic identity as a mediator in this relation. Early adolescents ( N = 322; 72% White; 164 girls) in the southeastern United States completed measures of school belonging and acad…
Gender Typicality, Felt Pressure for Gender Conformity, Racial Centrality, and Self-Esteem in African American Adolescents
Using a sample of 203 African American late adolescents aged 16 to 19 years (Mage = 17.77 years), we examined whether two aspects of gender identity-gender typicality and felt pressure for gender conformity-were related to self-esteem. Racial centrality (i.e., the importance of race to the individual's self-concept) and gender were tested as moderators of these relations. Compared to girls, boys reported that they were more typical of their gende…
Bidirectional influence between African American mothers’ and children’s racial centrality from elementary through high school
For many African Americans, racial identity is an important aspect of their individual identity. We explored developmental change and stability of individual differences in the racial centrality of African American youths and their mothers as well as the relation between maternal and child racial centrality across time. African American youths (N = 380) and mothers completed surveys when youths were in grades 5, 7, 10, and 12. Mean levels of yout…
Emotional availability and psychosocial correlates among mothers in substance‐abuse treatment and their young infants
Emotional availability (EA) was investigated among low‐income mothers enrolled in substance‐abuse treatment and their young infants ( n = 21) compared with a demographically matched group of mother–infant pairs who, by self‐report, were not at risk for substance abuse ( n = 27). The mother–infant dyads in the treatment group generally demonstrated poorer EA functioning than those in the comparison group, but few differences between the groups on …
Ethnic identity in Arab Americans
Arab Americans constitute a diverse, sizeable ethnic minority in the United States. However, limited research has examined the content of Arab American ethnic identity and whether this ethnic identity differs by demographic factors. In the present study, we developed measures of Arab American ethnic identity and cultural practice, and assessed differences in those variables by gender, religious affiliation (Muslim, Christian), and age. Arab Ameri…
Parents’ Racial Beliefs and Ethnic–Racial Socialization in African American Families
We investigated relations among African American parents' reports of ethnic–racial socialization received during their own childhood, their racial attitudes (i.e., perceptions of U.S. racial climate and valuing of intergroup contact), and their 12th-grade children's reports of parents' use of racial pride socialization and preparation for bias. Parents' (N = 193) reports of received racial pride and preparation for bias socialization were related…
Gender Development in African American Youth
Using the organizing framework of Ruble, Martin, and Berenbaum (2006), we summarized literature on gender development in African American youth within six content areas: biological/categorical sex, activities and interests, personal-social attributes, social relationships, styles and symbols, and values regarding gender. Results with African Americans were compared with what is known about gender processes in other U.S. racial groups, and gaps in…
Longitudinal relations between skin tone and self-esteem in African American girls
We examined developmental changes in self-esteem from late childhood to late adolescence in African American girls ( N = 124), comparing skin tone groups. Girls completed a measure of self-esteem when they were in Grades 5, 7, 10, and 12, and in Grade 12 their skin tone was rated on a 3-point scale (1 = Light, 2 = Medium, 3 = Dark). Girls with lighter skin reported higher self-esteem than dark and medium-toned girls in Grades 5 and 7, and their s…
Children's Theories of Intelligence
The authors tested a developmental model of children's theories about intelligence in kindergarten, second grade, and fourth grade children by using paper-and-pencil maze tasks. Older children were more likely than younger children to espouse learning goals (e.g., that they preferred difficult mazes to improve their skill), and less likely to espouse performance goals (e.g., that they preferred easy mazes to be successful). Children in all 3 age …
Race Identity and Race Socialization in African American Families
In recent decades, theoretical and empirical efforts have enhanced our understanding of race identity and race socialization in African American families. This review of that literature identifies ways in which this growing knowledge base might assist social workers who work with African Americans. Prominent theories of race identity are outlined with a brief summary of research that has found linkages between race identity and well-being. Race s…
Metamemory and Motivation
The interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were investigated in 102 German and 91 American children. After pretest assessment, -children in the experimental conditions were trained to use a cluster-rehearsal strategy on a Sort Recall task. Posttraining assessments included tests of strategy maintenance, near-transfer, and task-related metamemorial knowledge. The two samples differe…
Race differences in Black and white adolescents’ academic gender stereotypes across middle and late adolescence
Objectives: We examined race differences in adolescents' beliefs about boys' and girls' English, math, and science abilities, testing the hypothesis that Black adolescents would rate girls' abilities more favorably than boys' across all domains. In contrast, we expected that White adolescents would report traditional stereotypes favoring boys in math and science and favoring girls in English, and that developmental change would reflect increasing…
Metamemory and Motivation
The interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were investigated in 102 German and 91 American children. After pretest assessment, -children in the experimental conditions were trained to use a cluster-rehearsal strategy on a Sort Recall task. Posttraining assessments included tests of strategy maintenance, near-transfer, and task-related metamemorial knowledge. The two samples differe…
Strategy acquisition and transfer among American and German children
This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition.184 German and 161 American children were pretested on memory and metamemory tasks.Children were then assigned to either an organizational strategy training condition or a control condition.All children were tested on the main…
Teachers' Perceptions of Their Students' Metacognition, Attributions, and Self‐concept
S ummary . The goal of the present study was to determine both the accuracy and predictors of teachers' metacognitive and motivational evaluations of their students. Teachers' perceptions of students' (N=48) self‐concept, general ability, metacognition, and attributions were examined in relation to students' responses to self‐concept, metacognition and attribution questionnaires. The findings indicated that teachers are aware of individual differ…
Is being smart everything? The influence of student achievement on teachers' perceptions
The purpose of this project was to explore the accuracy and predictors of teachers' perceptions of their students' metacognition, self‐concept, and attributional beliefs. Nineteen third grade teachers each nominated six children from their classrooms based on the children's maths abilities (high, medium, low). The children were tested on metacognitive knowledge, self‐concept, and attributional beliefs. Teachers completed questionnaires estimating…
Implications from Developmental Cross-cultural Research for the Study of Acculturation in Western Civilizations
Cross–cultural research in developmental psychology has traditionally focused on two areas: cultural comparisons, in which two or more cultural groups are studied and contrasted on variables of interest, and studies of acculturation, in which the focus is the culture change of individuals and groups as two diverse cultures meet. Although at first glance these two areas of study may seem to have little in common, both are concerned with culture, a…
Family influences on school achievement in low-income, African American children.
The authors examined the achievement-related beliefs and behaviors of parents of economically disadvantaged African American youth, and the relations among parental factors and children's academic self-concept and achievement. Forty-one children and their primary caregivers were interviewed. Parents reported on their academic-related beliefs and behaviors. Children completed measures of academic self-concept and 2 standardized achievement tests: …
Child care for preschoolers with autism
Why and How Working Women Choose Child Care
The development of children’s beliefs about intelligence
Gender and doctoral studies
Twenty students enrolled in Ph.D. programmes were interviewed to examine the role of gender in their academic experiences. Gender was examined in three ways: gender of the student, gender of the student’s faculty supervisor and gender make‐up of the faculty within the student’s department or academic unit. All students reported the importance of supportive faculty mentors and that financial worries, time pressure and the uncertainty of future emp…
The Development of Stereotypes About the Rich and Poor
Social Status as a Predictor of Race and Gender Stereotypes in Late Childhood and Early Adolescence
We examined race and gender stereotypes in fourth‐, sixth‐ and eighth‐grade White and Black children. The participants reported their perceptions of the competence of Black, White, female and male children in academic domains, sports and music. In general, low‐status groups (girls and Black children) did not endorse stereotypes that reflected negatively on their own group but were likely to report stereotypes that favored their social group. High…
Children's Theories of Intelligence
The authors tested a developmental model of children's theories about intelligence in kindergarten, second grade, and fourth grade children by using paper-and-pencil maze tasks. Older children were more likely than younger children to espouse learning goals (e.g., that they preferred difficult mazes to improve their skill), and less likely to espouse performance goals (e.g., that they preferred easy mazes to be successful). Children in all 3 age …
Perceived Racial Discrimination and Self‐Esteem in African American Youth
Racial socialization was examined as a protective factor that might buffer African American youth from the negative effects of perceived racial discrimination. Two types of racial socialization were examined: messages about race pride and preparation for bias. One hundred twenty-eight eighth-grade African American students participated in the study. As anticipated, both types of socialization moderated the relationship between discrimination and …
Race Identity and Race Socialization in African American Families
In recent decades, theoretical and empirical efforts have enhanced our understanding of race identity and race socialization in African American families. This review of that literature identifies ways in which this growing knowledge base might assist social workers who work with African Americans. Prominent theories of race identity are outlined with a brief summary of research that has found linkages between race identity and well-being. Race s…
Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth
The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centralit…
Academic Self-concept in Black Adolescents
We examined the relation between race- and gender-group competence ratings and academic self-concept in 252 Black seventh- and eighth-graders. On average, youth reported traditional race stereotypes, whereas gender stereotypes were traditional about verbal abilities and were nontraditional regarding math/science abilities. Among boys, in-group gender and in-group race-based competence ratings (i.e. ratings of boys and Blacks) were related to math…
Emotional availability and psychosocial correlates among mothers in substance‐abuse treatment and their young infants
Emotional availability (EA) was investigated among low‐income mothers enrolled in substance‐abuse treatment and their young infants ( n = 21) compared with a demographically matched group of mother–infant pairs who, by self‐report, were not at risk for substance abuse ( n = 27). The mother–infant dyads in the treatment group generally demonstrated poorer EA functioning than those in the comparison group, but few differences between the groups on …
Gender differences in motivational pathways to college for middle class African American youths
Using a sample of predominantly middle-class African American adolescents and parents (N = 424), the authors tested a path model linking parental expectations for children's future educational attainment, youths' motivation during Grade 11, and youths' subsequent on-time postsecondary educational progress. Parents' expectations were positively related to adolescents' educational attainment aspirations, attainment expectations, utility values (i.e…
Self-views of African-American Youth are Related to the Gender Stereotypes and Ability Attributions of Their Parents
We examined relations among African American mothers' ( N = 392) stereotypes about gender differences in mathematics, science, and reading performance, parents' attributions about their children's academic successes and failures, and their seventh and eighth grade children's academic self-views (domain-specific ability attributions and self-concept). Parents' stereotypes about gender differences in abilities were related to their ability attribut…
Families as Educational Settings
Skin tone bias among African Americans
Gender Development in African American Youth
Using the organizing framework of Ruble, Martin, and Berenbaum (2006), we summarized literature on gender development in African American youth within six content areas: biological/categorical sex, activities and interests, personal-social attributes, social relationships, styles and symbols, and values regarding gender. Results with African Americans were compared with what is known about gender processes in other U.S. racial groups, and gaps in…
Media’s Influence on Perceptions of Trans Women
Bidirectional influence between African American mothers’ and children’s racial centrality from elementary through high school
For many African Americans, racial identity is an important aspect of their individual identity. We explored developmental change and stability of individual differences in the racial centrality of African American youths and their mothers as well as the relation between maternal and child racial centrality across time. African American youths (N = 380) and mothers completed surveys when youths were in grades 5, 7, 10, and 12. Mean levels of yout…
Psychology (37 works) · Developmental psychology (30 works) · Social Psychology (25 works) · Social Psychology (20 works) · Early Childhood Education and Development (15 works) · Gender Studies (14 works) · Gender Studies (14 works) · Sociology (14 works) · Race (biology (13 works) · Perception (11 works)