Christia S Brown
Biographic Data
| ID | 239200 |
|---|---|
| NAME | Christia S Brown |
| GIVEN NAMES | Christia S |
| FAMILY NAME | Brown |
| SIGNATURE | BROWN C S |
| AFFILIATIONS | University of Kentucky |
| ORCID | 0000-0001-5161-0077 |
| VERIFIED | Yes |
| TOTAL WORKS | 44 |
| TOTAL CITATIONS | 314 |
| AUTHOR COUNT | 44 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 9 |
The Cambridge Handbook of Ethnic and Racial Discrimination and Youth Development
How is ethnic and racial discrimination impacting our young people? Scholars around the world have found that discriminatory interactions of this nature have detrimental impacts on youth and their development. In this handbook, the world's leading experts on this topic examine the current state of the science, presenting current research and tracing foundational theories, empirical findings, multilevel methods, and intervention strategies for chi…
Listening to teachers: Facilitating content and conditions for addressing issues of racism and xenophobia with youth in schools
Teachers are uniquely positioned to promote racial and immigration justice in schools. This study draws on interviews with a U.S. educator sample (N = 26; 50% ethnoracially minoritized; 42.3% pre-K or elementary, 15.4% middle school, 34.6% high school) from a needs assessment for a public scholarship effort aimed at providing resources to advance anti-racism and anti-xenophobia. Combining a rigorous and accelerated data reduction (RADaR) method a…
Sexual Misconduct Policies in Secondary Schools: A Mixed‐Method Analysis of In‐Person and Online Behaviors and Consequences
BACKGROUND: As students' use of mobile devices during school hours continues to increase, cyberbullying and online sexual harassment now occur during school hours, on school grounds via personal devices. Despite this growing reality, there is little knowledge about secondary school efforts to address it. METHODS: To understand what is needed to construct or reform policies that reflect students' online experiences, we used a mixed method approach…
What do parents want? Relevant content and formats for resources to address issues of racism, antiracism, and xenophobia with youth
The New Talk: An Exploration of Caregivers’ Discussions About Pornography and Sexual Harassment with Adolescents
Although there is a rich literature on parents’ discussion of sexual behavior broadly, little is known regarding how parents communicate to adolescents about pornography and experiences of peer sexual harassment. This knowledge is particularly crucial as parental communication is an important part of adolescents’ sexual socialization. In the current study we sought to investigate adolescents’ perception of parental communication about pornography…
Late adolescents' involvement in Sogie-based harassment: Considering sexual prejudice and gender typicality
Direct and indirect intergroup contact are related to American children's attitudes about immigrant groups
This study drew on intergroup contact theory to investigate relations between both direct and indirect intergroup contact with immigrants and self-identified American children's (ages: 8 to 12 years; N = 379, 53 % girls, 51 % white) attitudes and intended behavior towards immigrant peers, assessing the role of indirect contact in this context for the first time. Children who experienced more positive indirect contact (e.g., overheard conversation…
Thin & waif-like: Body Image and Body Ideals in Gender-Expansive Adults
Research on body image and related mental health concerns has historically focused on cisgender individuals. However, little research to date has investigated body image pressures and appearance ideals in gender-expansive individuals (e.g. gender queer, nonbinary, and gender fluid individuals). As gender-expansive individuals do not have a binary gender identity, it is possible that their body and beauty ideals may be more inclusive and less rest…
How does a social belonging intervention affect college students from historically underrepresented groups? A mixed methods investigation
Latine children's attributions of cultural and structural discrimination and the role of neighborhood context
We investigated first‐and second‐generation Latine immigrant children's attributions for cultural and structural discrimination, and how this differed based on their own neighborhood composition. Participants were recruited from 19 elementary schools ( N = 101 girls, 101 boys), and ranged in age from 8 to 12 years old ( M = 9.22; SD = 11.98 months). All children were either first‐generation (40%) or second‐generation (60%) immigrants from Mexico,…
Same gender typicality, risky technology use, and disordered eating among adolescents
This cross‐sectional study explored the moderating role of self‐perceived same gender typicality in the relationship between risky technology use and disordered eating outcomes among adolescents. The sample consisted of early adolescents ( N = 147; M age = 14.54, SD age = .57; 75 boys, 69 girls, and 3 missing) who completed a written survey at their public high school. Participants identified as 68% White, 14.3% mixed‐race/more than one race, 4.1…
High school policies about sexual harassment: What's on the books and what students think
Sexual harassment (SH) in schools is unwanted and unwelcome behavior of a sexual nature that, when severe, offensive, and pervasive, creates a hostile environment that is prohibited under Title IX of the Education Amendments of 1972. In the current mixed methods study, using analyses of school policies and reports, and student survey and qualitative data, we examined (a) whether public high schools’ policies about SH were in compliance with Title…
Fostering anti-racism in white children and youth: Development within contexts
This article presents a developmental model of anti-racism among White children and youth. Informed by a structural-psychological framework (Syed & McLean, 2021), the model proposes that anti-racist development is inseparable from the structures and systems that uphold racial inequality in the United States. In articulating the processes by which children and early adolescents move toward becoming anti-racist, the model emphasizes foundational ab…
That selfie becomes you: Examining taking and posting selfies as forms of self-objectification
Evidence suggests that engaging in photo behaviors on social media is associated with negative body image (i.e. negative thoughts and feelings toward the body). One potential mechanism underlying these associations is that posting photos of oneself online may represent a form of self-objectification (i.e. thinking of the self as an object) which is associated with a number of negative consequences for body image. The current study investigated wh…
Sexy, Thin, and White: The Intersection of Sexualization, Body Type, and Race on Stereotypes about Women
Engage, Ignore, Stand Up: Exploring How (and Why) Early Adolescents Respond to Sexual Harassment
Sexual harassment is a common experience among middle and high school students across the United States. Being the target of and even witnessing sexual harassment is associated with a number of negative consequences for adolescents. This study sought to explore early adolescent boys’ and girls’ reasoning about (a) perpetrating sexual harassment (i.e., making comments about another student’s body), (b) confronting sexual harassment when they are t…
Early Adolescents’ Responses to Witnessing Gender-Based Harassment Differ by their Perceived School Belonging and Gender Typicality
It’s Never Too Young to Talk about Race and Gender
Elementary School-age Children's Attitudes Toward Children in Same-Sex Parent Families
As numbers of families with same-sex parents increase in the United States, children are more likely to encounter diverse family structures. Given that young children can demonstrate in-group bias, prejudicial attitudes, and social exclusion, it is important to understand how children perceive their peers in diverse families. To our knowledge, no studies have assessed elementary-school-age children's attitudes about same-sex parent families. Here…
Black Groups Accentuate Hypodescent by Activating Threats to the Racial Hierarchy
One reason White people categorize Black–White Biracial people as Black (called hypodescent) is to maintain the existing racial hierarchy. By creating a strict definition of who can be White, the selectivity, and thus status, of White people increases. Given that racial hierarchies are about the relative status of groups, we test whether perceiving Black groups increases hypodescent by activating fears about shifts in the racial hierarchy (i.e., …
Too Pretty for Homework: Sexualized Gender Stereotypes Predict Academic Attitudes for Gender-Typical Early Adolescent Girls
Sexualized gender stereotypes (SGS) are commonly endorsed by adolescent girls. These stereotypes include the notion that girls can enhance their social status by prioritizing their sexualized attractiveness, which necessitates downplaying other traits such as intelligence. According to the stereotype emulation hypothesis, a girl will be more likely to “emulate” SGS if she also identifies as a typical girl. Based on this hypothesis, the current st…
The Selfie Generation: Examining the Relationship Between Social Media Use and Early Adolescent Body Image
Social media use among adolescents continues to increase each year. This cross-sectional study explored how the amount of time spent using social media and the frequency of specific behaviors on social media, namely, behaviors that involve self-objectification, were related to body surveillance and body shame among a sample of early adolescents ( N = 142; 43 boys and 99 girls, [Formula: see text] = 12.44 years, SD age = 0.61). Utilizing self-repo…
School context influences the ethnic identity development of immigrant children in middle childhood
The present paper describes a study investigating the ethnic identity development of Latino immigrant children ( n = 155) in middle childhood (ages 8–11) in a predominantly White community. The study examined how ethnic identity was related to children's school context. School context was operationalized at the structural level, as the ethnic composition of the teachers and peers, as well as the schools' implicit messages about their valuing of m…
Elementary School Children's Reasoning About Social Class: A Mixed-Methods Study
The current study examined children's identification and reasoning about their subjective social status (SSS), their beliefs about social class groups (i.e., the poor, middle class, and rich), and the associations between the two. Study participants were 117 10- to 12-year-old children of diverse racial, ethnic, and socioeconomic backgrounds attending a laboratory elementary school in Southern California. Results indicated that children's SSS rat…
National and Racial-Ethnic Identification: What It Means to Be American Among Early Adolescents
This mixed-methods study explored early adolescents’ national American identification, and meanings attached to being American. Participants ( N = 102; 51% female; ages 10-12, X ̄ = 11.45, SD = .70) were racially and ethnically diverse from primarily middle- to upper-middle class families (median household income = US$150,000-US$199,999; 75% had a college degree or higher). Youth attended a private, secular elementary school with practices design…
Discrimination, Ethnic Identity, and Academic Outcomes of Mexican Immigrant Children: The Importance of School Context
This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N=204, 19 schools, mean age=9years). The study also examined schools' promotion of multiculturalism and teachers' attitudes about the value of diversity in predicting immigrant youth's attitudes and experiences. Results indicated t…
Fostering anti-racism in white children and youth: Development within contexts
This article presents a developmental model of anti-racism among White children and youth. Informed by a structural-psychological framework (Syed & McLean, 2021), the model proposes that anti-racist development is inseparable from the structures and systems that uphold racial inequality in the United States. In articulating the processes by which children and early adolescents move toward becoming anti-racist, the model emphasizes foundational ab…
Children's Perceptions of Gender Discrimination
Children (N = 76; ages 5-10 years) participated in a study designed to examine perceptions of gender discrimination. Children were read scenarios in which a teacher determined outcomes for 2 students (1 boy and 1 girl). Contextual information (i.e., teacher's past behavior), the gender of the target of discrimination (i.e., student), and the gender of the perpetrator (i.e., teacher) were manipulated. Results indicated that older children were mor…
Relations Among Gender Typicality, Peer Relations, and Mental Health During Early Adolescence
The current study examines whether being high in gender typicality is associated with popularity, whether being low in gender typicality is associated with rejection/teasing, and whether teasing due to low gender typicality mediates the association with negative mental health. Middle school children (34 boys and 50 girls) described hypothetical popular and rejected/teased peers, and completed self‐report measures about their own gender typicality…
Ethnicity and gender in late childhood and early adolescence: Group identity and awareness of bias
The current study examined awareness of gender and ethnic bias and gender and ethnic identity in 350 African American, White/European American, and Latino/Hispanic students (Mage = 11.21 years, SD = 1.59) from the 4th, 6th, and 8th grades of diverse middle and elementary schools. The study collected (a) qualitative data to best capture the types of bias that were most salient to children and (b) daily diaries and individual measures to examine th…
Latina and European American Girls’ Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence
The study investigated Latina and European American adolescent girls' (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls' reported experiences hearing sexist comments about girls' abilities in math and science. Older European American adolescents, and both younger and older Lat…
Sexting, Catcalls, and Butt Slaps: How Gender Stereotypes and Perceived Group Norms Predict Sexualized Behavior
The Selfie Generation: Examining the Relationship Between Social Media Use and Early Adolescent Body Image
Social media use among adolescents continues to increase each year. This cross-sectional study explored how the amount of time spent using social media and the frequency of specific behaviors on social media, namely, behaviors that involve self-objectification, were related to body surveillance and body shame among a sample of early adolescents ( N = 142; 43 boys and 99 girls, [Formula: see text] = 12.44 years, SD age = 0.61). Utilizing self-repo…
Adolescent Girls’ Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English
Sexy, Thin, and White: The Intersection of Sexualization, Body Type, and Race on Stereotypes about Women
All My Friends Are Doing It: Potentially Offensive Sexual Behavior Perpetration Within Adolescent Social Networks
The current study used social network analysis to investigate peer network and individual predictors of potentially offensive sexual behaviors among high school students. Ninth‐grade students ( n = 308; 158 girls) completed surveys assessing their perpetration of potentially offensive sexual behaviors against their peers, as well as measures of their sexualized gender stereotypes and propensity to self‐monitor. Participants selected up to eight o…
Feminist Identity Among Latina Adolescents
This study explores developing conceptions of feminism among Latina adolescents, their prevalence of feminist endorsement, and whether home environment and well-being are related to feminist identity. One hundred and forty Latina girls (Grades 9 to 12, M age = 15) wrote personal narratives of their understanding of feminism and whether they consider themselves feminists. The major themes that emerged in girls’ conceptions were notions of feminism…
Not Excluded From Analyses: Ethnic and Racial Meanings and Identification Among Multiethnic/Racial Early Adolescents
Because research on ethnic-racial identity development largely excludes multiethno-racial youth, we used a mixed-methods approach to examine ethno-racial meanings and identification among 102 early adolescents ( M = 11.45, SD = 0.70 years) with multiethno-racial ( n = 45), mono-majority (i.e., European American; n = 29), or mono-minority (e.g., Latino, African American; n = 28) heritage. Results indicated more similarity than difference between m…
The Centrality of Gender and Ethnic Identities across Individuals and Contexts
This study examined (1) whether 5‐ to 12‐year‐old children consider gender and ethnicity to be central and important components of their identity, (2) whether the relative centrality of these identity components differs across children, and (3) how the centrality of children's gender and ethnic identities is affected by a dynamic situational context of inclusion and exclusion. Results indicate that although gender and ethnicity are not the most i…
School context influences the ethnic identity development of immigrant children in middle childhood
The present paper describes a study investigating the ethnic identity development of Latino immigrant children ( n = 155) in middle childhood (ages 8–11) in a predominantly White community. The study examined how ethnic identity was related to children's school context. School context was operationalized at the structural level, as the ethnic composition of the teachers and peers, as well as the schools' implicit messages about their valuing of m…
National and Racial-Ethnic Identification: What It Means to Be American Among Early Adolescents
This mixed-methods study explored early adolescents’ national American identification, and meanings attached to being American. Participants ( N = 102; 51% female; ages 10-12, X ̄ = 11.45, SD = .70) were racially and ethnically diverse from primarily middle- to upper-middle class families (median household income = US$150,000-US$199,999; 75% had a college degree or higher). Youth attended a private, secular elementary school with practices design…
Increasing the Complexity of Young Adolescents’ Beliefs About Poverty and Inequality: Results of an 8th Grade Social Studies Curriculum Intervention
Legal Issues Surrounding Single-Sex Schools in the U.S: Trends, Court Cases, and Conflicting Laws
High school policies about sexual harassment: What's on the books and what students think
Sexual harassment (SH) in schools is unwanted and unwelcome behavior of a sexual nature that, when severe, offensive, and pervasive, creates a hostile environment that is prohibited under Title IX of the Education Amendments of 1972. In the current mixed methods study, using analyses of school policies and reports, and student survey and qualitative data, we examined (a) whether public high schools’ policies about SH were in compliance with Title…
Engage, Ignore, Stand Up: Exploring How (and Why) Early Adolescents Respond to Sexual Harassment
Sexual harassment is a common experience among middle and high school students across the United States. Being the target of and even witnessing sexual harassment is associated with a number of negative consequences for adolescents. This study sought to explore early adolescent boys’ and girls’ reasoning about (a) perpetrating sexual harassment (i.e., making comments about another student’s body), (b) confronting sexual harassment when they are t…
Early Adolescents’ Responses to Witnessing Gender-Based Harassment Differ by their Perceived School Belonging and Gender Typicality
Too Pretty for Homework: Sexualized Gender Stereotypes Predict Academic Attitudes for Gender-Typical Early Adolescent Girls
Sexualized gender stereotypes (SGS) are commonly endorsed by adolescent girls. These stereotypes include the notion that girls can enhance their social status by prioritizing their sexualized attractiveness, which necessitates downplaying other traits such as intelligence. According to the stereotype emulation hypothesis, a girl will be more likely to “emulate” SGS if she also identifies as a typical girl. Based on this hypothesis, the current st…
Variability in the Inter‐group Attitudes of White Children: What We Can Learn from Their Ethnic Identity Labels
The current study examined the ethnic identity of White (N = 120), Latino (N = 87), and African‐American (N = 65) children and early adolescents (aged = 9–14 years), with an emphasis on whether the specific ethnic label White children used to describe themselves might reflect differences in their inter‐group attitudes and whether those differences mirror group differences between White children and children in ethnic minority groups. Results indi…
Children's Perceptions of Gender Discrimination
Children (N = 76; ages 5-10 years) participated in a study designed to examine perceptions of gender discrimination. Children were read scenarios in which a teacher determined outcomes for 2 students (1 boy and 1 girl). Contextual information (i.e., teacher's past behavior), the gender of the target of discrimination (i.e., student), and the gender of the perpetrator (i.e., teacher) were manipulated. Results indicated that older children were mor…
Children's Perceptions of Discrimination: A Developmental Model
Discrimination affects millions of children in the United States and throughout the world. Although the topic is important for both theoretical and applied reasons, little developmental work has examined children's perceptions of discrimination directed toward themselves and others. A review of past theoretical and empirical work on the perception of discrimination is provided. Next, a developmental model of the perception of discrimination is of…
The Centrality of Gender and Ethnic Identities across Individuals and Contexts
This study examined (1) whether 5‐ to 12‐year‐old children consider gender and ethnicity to be central and important components of their identity, (2) whether the relative centrality of these identity components differs across children, and (3) how the centrality of children's gender and ethnic identities is affected by a dynamic situational context of inclusion and exclusion. Results indicate that although gender and ethnicity are not the most i…
Perceived Experiences With Sexism Among Adolescent Girls
This study investigated predictors of adolescent girls’ experiences with sexism and feminism. Girls (N = 600; M = 15.1 years, range = 12–18), of varied socioeconomic and ethnic backgrounds, completed surveys of personal experiences with sexual harassment, academic sexism (regarding science, math, and computer technology), and athletics. Most girls reported sexual harassment (90%), academic sexism (52%), and athletic sexism (76%) at least once, wi…
Feminist Identity Among Latina Adolescents
This study explores developing conceptions of feminism among Latina adolescents, their prevalence of feminist endorsement, and whether home environment and well-being are related to feminist identity. One hundred and forty Latina girls (Grades 9 to 12, M age = 15) wrote personal narratives of their understanding of feminism and whether they consider themselves feminists. The major themes that emerged in girls’ conceptions were notions of feminism…
Variability in the Inter‐group Attitudes of White Children: What We Can Learn from Their Ethnic Identity Labels
The current study examined the ethnic identity of White (N = 120), Latino (N = 87), and African‐American (N = 65) children and early adolescents (aged = 9–14 years), with an emphasis on whether the specific ethnic label White children used to describe themselves might reflect differences in their inter‐group attitudes and whether those differences mirror group differences between White children and children in ethnic minority groups. Results indi…
Latina and European American Girls’ Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence
The study investigated Latina and European American adolescent girls' (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls' reported experiences hearing sexist comments about girls' abilities in math and science. Older European American adolescents, and both younger and older Lat…
Legal Issues Surrounding Single-Sex Schools in the U.S: Trends, Court Cases, and Conflicting Laws
Gender Biases in Early Number Exposure to Preschool-Aged Children
Despite dramatically narrowing gender gaps, women remain underrepresented in mathematics and math-related fields. Parents can shape expectations and interests, which may predict later differences in achievement and occupational choices. This study examines children’s early mathematical environments by observing the amount that mothers talk to their sons and daughters (mean age 22 months) about cardinal number, a basic precursor to mathematics. In…
Ethnicity and gender in late childhood and early adolescence: Group identity and awareness of bias
The current study examined awareness of gender and ethnic bias and gender and ethnic identity in 350 African American, White/European American, and Latino/Hispanic students (Mage = 11.21 years, SD = 1.59) from the 4th, 6th, and 8th grades of diverse middle and elementary schools. The study collected (a) qualitative data to best capture the types of bias that were most salient to children and (b) daily diaries and individual measures to examine th…
Interventions to reduce prejudice and enhance inclusion and respect for ethnic differences in early childhood: A systematic review
Adolescent Girls’ Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English
Increasing the Complexity of Young Adolescents’ Beliefs About Poverty and Inequality: Results of an 8th Grade Social Studies Curriculum Intervention
Discrimination, Ethnic Identity, and Academic Outcomes of Mexican Immigrant Children: The Importance of School Context
This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N=204, 19 schools, mean age=9years). The study also examined schools' promotion of multiculturalism and teachers' attitudes about the value of diversity in predicting immigrant youth's attitudes and experiences. Results indicated t…
Childhood and Adult Political Development
Relations Among Gender Typicality, Peer Relations, and Mental Health During Early Adolescence
The current study examines whether being high in gender typicality is associated with popularity, whether being low in gender typicality is associated with rejection/teasing, and whether teasing due to low gender typicality mediates the association with negative mental health. Middle school children (34 boys and 50 girls) described hypothetical popular and rejected/teased peers, and completed self‐report measures about their own gender typicality…
Sexting, Catcalls, and Butt Slaps: How Gender Stereotypes and Perceived Group Norms Predict Sexualized Behavior
All My Friends Are Doing It: Potentially Offensive Sexual Behavior Perpetration Within Adolescent Social Networks
The current study used social network analysis to investigate peer network and individual predictors of potentially offensive sexual behaviors among high school students. Ninth‐grade students ( n = 308; 158 girls) completed surveys assessing their perpetration of potentially offensive sexual behaviors against their peers, as well as measures of their sexualized gender stereotypes and propensity to self‐monitor. Participants selected up to eight o…
Not Excluded From Analyses: Ethnic and Racial Meanings and Identification Among Multiethnic/Racial Early Adolescents
Because research on ethnic-racial identity development largely excludes multiethno-racial youth, we used a mixed-methods approach to examine ethno-racial meanings and identification among 102 early adolescents ( M = 11.45, SD = 0.70 years) with multiethno-racial ( n = 45), mono-majority (i.e., European American; n = 29), or mono-minority (e.g., Latino, African American; n = 28) heritage. Results indicated more similarity than difference between m…
Elementary School Children's Reasoning About Social Class: A Mixed-Methods Study
The current study examined children's identification and reasoning about their subjective social status (SSS), their beliefs about social class groups (i.e., the poor, middle class, and rich), and the associations between the two. Study participants were 117 10- to 12-year-old children of diverse racial, ethnic, and socioeconomic backgrounds attending a laboratory elementary school in Southern California. Results indicated that children's SSS rat…
National and Racial-Ethnic Identification: What It Means to Be American Among Early Adolescents
This mixed-methods study explored early adolescents’ national American identification, and meanings attached to being American. Participants ( N = 102; 51% female; ages 10-12, X ̄ = 11.45, SD = .70) were racially and ethnically diverse from primarily middle- to upper-middle class families (median household income = US$150,000-US$199,999; 75% had a college degree or higher). Youth attended a private, secular elementary school with practices design…
School context influences the ethnic identity development of immigrant children in middle childhood
The present paper describes a study investigating the ethnic identity development of Latino immigrant children ( n = 155) in middle childhood (ages 8–11) in a predominantly White community. The study examined how ethnic identity was related to children's school context. School context was operationalized at the structural level, as the ethnic composition of the teachers and peers, as well as the schools' implicit messages about their valuing of m…
Black Groups Accentuate Hypodescent by Activating Threats to the Racial Hierarchy
One reason White people categorize Black–White Biracial people as Black (called hypodescent) is to maintain the existing racial hierarchy. By creating a strict definition of who can be White, the selectivity, and thus status, of White people increases. Given that racial hierarchies are about the relative status of groups, we test whether perceiving Black groups increases hypodescent by activating fears about shifts in the racial hierarchy (i.e., …
Too Pretty for Homework: Sexualized Gender Stereotypes Predict Academic Attitudes for Gender-Typical Early Adolescent Girls
Sexualized gender stereotypes (SGS) are commonly endorsed by adolescent girls. These stereotypes include the notion that girls can enhance their social status by prioritizing their sexualized attractiveness, which necessitates downplaying other traits such as intelligence. According to the stereotype emulation hypothesis, a girl will be more likely to “emulate” SGS if she also identifies as a typical girl. Based on this hypothesis, the current st…
The Selfie Generation: Examining the Relationship Between Social Media Use and Early Adolescent Body Image
Social media use among adolescents continues to increase each year. This cross-sectional study explored how the amount of time spent using social media and the frequency of specific behaviors on social media, namely, behaviors that involve self-objectification, were related to body surveillance and body shame among a sample of early adolescents ( N = 142; 43 boys and 99 girls, [Formula: see text] = 12.44 years, SD age = 0.61). Utilizing self-repo…
Psychology (39 works) · Developmental psychology (29 works) · Social Psychology (28 works) · Social Psychology (25 works) · Racial and Ethnic Identity Research (16 works) · Sociology (15 works) · Gender Roles and Identity Studies (13 works) · Ethnic group (12 works) · Political science (12 works) · Social and Intergroup Psychology (10 works)