Kelly Lynn Mulvey
Biographic Data
| ID | 312111 |
|---|---|
| NAME | Kelly Lynn Mulvey |
| GIVEN NAMES | Kelly Lynn |
| FAMILY NAME | Mulvey |
| SIGNATURE | MULVEY K L |
| AFFILIATIONS | North Carolina State University |
| ORCID | 0000-0002-1292-9066 |
| VERIFIED | Yes |
| TOTAL WORKS | 63 |
| TOTAL CITATIONS | 134 |
| AUTHOR COUNT | 63 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
“A different pair of glasses”: Impacts of a school-based antiracist program on student and teacher critical race consciousness
Adolescent Daily Critical Action During the 2024 US Election
The 2024 US election was stressful. Taking critical actions (i.e., behaviors that address social or economic inequality) may reduce or exacerbate election stress and negative emotions. This daily diary study, spanning 20 consecutive days throughout the 2024 election, takes an exploratory and descriptive approach to understand adolescents’ daily critical action and its association with political stress and emotions. Participants ( N = 32, M age = …
Awe in nature fosters science identity and belonging in participatory scientists during an eclipse
The interactions between people and nature are complex, with research suggesting that people often report feeling awe in nature, including in relation to eclipses. Less is known about if feelings of awe in nature can drive science outcomes. The current study aimed to understand the relationship between observing a total eclipse in nature, awe and science identity and belonging for individuals involved in a participatory science study of animal be…
Daily fluctuations in adolescents’ political stress
This study explored adolescents' daily political stress during the 2024 US election and how proximal and distal factors shaped stress. Participants completed surveys for 20 consecutive days before, during, and after the election. At baseline, they reported perceptions of peer and family election‐related experiences and anticipated election impact. Daily surveys captured their daily political stress and election‐related exposure. The final sample …
Racialized School Experiences, STEM Class Belonging and Academic Coping: A Longitudinal Study of Adolescents
Longitudinal associations between critical consciousness, school racial climate, and belonging in school
The dual pandemics (i.e. COVID-19 and racial injustice) in the United States offer a unique socio-historical context to explore adolescents' belonging, perceptions of school racial climate, and critical reflection (i.e. awareness of social inequality). Longitudinal data were collected at four points from 906 students attending a public high school in the Southeastern United States. Students completed questionnaires regarding their belonging, crit…
Advantage and forgiveness: The roles of advantage, knowledge state, apology, and theory of mind in children’s evaluations of rule-breaking
It is unclear how children evaluate the acceptability of and fairness of forgiveness in scenarios of advantageous (cheating) and disadvantageous rule-breaking in third party scenarios. Prior work reveals that children increasingly consider intentionality and remorse when making moral judgments. Socio-cognitive skills, such as Theory of Mind (ToM), may underlie developmental changes in attending to these factors. We hypothesized that children woul…
Adolescents’ Openness to Include Refugee Peers in Their Leisure Time Activities
Background: Against the backdrop of increasing refugee movements, the integration of refugees is becoming a more and more relevant topic for many European countries. As integration is a bidirectional process, the current study examines the openness of adolescents in Germany to include refugee peers from Syria in leisure time activities. Methods: Participants were presented with a hypothetical scenario in which they had to choose who of two peers …
Teachers’ and pre-service teachers’ (stereotypical) expectations regarding children’s competencies in different STEM fields
There are large gender disparities in the STEM fields (Science, Technology, Engineering, Mathematics). Teachers’ gender stereotypes might be one important factor in this context. In two sequential studies in Germany, we assessed (prospective) elementary school teachers’ stereotypical expectations regarding students’ competencies in different STEM domains (math, natural sciences, engineering, computer science). Study 1 included 43 elementary schoo…
Adolescents’ Advanced STEM Course Intentions: Predictors and Reasoning
Taking advanced science, technology, engineering, and mathematics (STEM) courses in high school can support persistence in STEM. Given gender enrollment inequities in many advanced STEM courses, the current study explored potential gender differences in predictors of and reasoning about advanced STEM course intentions in a sample of high school students. Participants (N = 750, Mage = 15.10 years, SD = 0.83, 50.5% boys) attending five public high …
Advancing a collaborative network toward equitable STEM pathways in intensive youth programs
Intensive youth STEM programs serve high school students in informal learning spaces such as museums and community centers. They engage participants over weeks, months, or years, focusing on long-term STEM outcomes, especially for populations historically marginalized in STEM fields. However, many of these programs operate independently or in silos, limiting opportunities for collective learning and improvement. Isolation is driven by factors suc…
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…
Pathways to Youth Activism Orientation in STEM: The Role of STEM Classroom Inclusivity and Motivational Beliefs
A Latent Class Analysis Predicting STEM Career Interest and Perceptions of Barriers
During adolescence, individuals make key decisions about coursework, and career paths, including paths toward careers in science, technology, engineering, and mathematics (STEM). This study identified groups of adolescents who vary in STEM career interests, feelings of support, and perceptions of barriers in STEM and explored what factors predict group membership. Using a latent class analysis with a sample of 473 9th and 10th grade students from…
Perceptions of STEM Barriers in Adolescence: Examining Math Interest, Science Interest, and STEM Identity at Informal Science Learning Sites
This 2-year longitudinal study examines the relations between math and science interest, STEM identity, and perceptions of STEM barriers in 280 (68% female; M age = 15.27) adolescents in the United States and the United Kingdom. Structural equation models indicated that higher math interest at time 1 was positively associated with overall STEM identity at time 2, and greater STEM identity at time 2 was related to fewer perceptions of barriers to …
Patterns of ethnic–racial identity and critical consciousness and associations with science, technology, engineering, and math engagement and perceived barriers: A latent class analysis of youth of co…
Findings highlight the critical link between ERI and CC as promotive factors for academic engagement for racially minoritized youth in STEM and promote awareness of STEM-related barriers that may be useful to prepare and navigate future STEM challenges. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions
This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African Americ…
Developmental Trajectories of Adolescents’ Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) fro…
Development of the system for observing virtual real time lessons in physical education (SOVRTL-PE): A tool to support preservice teachers’ applied learning experiences
STEM‐related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis
Racially minoritized groups are underrepresented in science, technology, engineering, and math (STEM) degree programs and careers, warranting the need to examine students' racialized experiences in K‐12 settings that may influence their STEM persistence. In particular, the current study explored adolescent perceptions of school racial climate (SRC) as a potential contributor to pre‐college racial disparities in STEM. We used latent class analysis…
Factors that predict adolescents' engagement with STEM in and out of school
Maintaining adolescents' engagement with STEM (science, technology, engineering, and math) in and out of school may help ensure that adolescents are prepared to enter the STEM workforce. This study aims to extend prior work by documenting internal and external factors that matter for both STEM class engagement as well as engagement with STEM outside of school through STEM activism. Participants included ninth and tenth grade students ( N = 852) f…
Predictors of college students’ reasoning and responses to gender-based social exclusion
Children's and adolescents’ evaluations of wealth‐related STEM inequality
The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents' perceptions of STEM ability and access to…
What motivates adolescent bystanders to intervene when immigrant youth are bullied
Pathways to bystander responses were examined in both generalized and bias-based bullying incidents involving immigrant-origin victims. Participants were 168 (M age = 14.54, 57% female) adolescents of immigrant (37.5%) and nonimmigrant backgrounds, who responded to their likelihood of intervening on behalf of either an Arab or Latine victim. Models tested whether contact with immigrants and one's desires for social contact with immigrant-origin p…
Context differences in children’s ingroup preferences
Ingroup preferences when deciding who to include in 2 distinct intergroup contexts, gender and school affiliation, were investigated. Children and adolescents, in the 4th (9–10 years) and 8th (13–14 years) grades, chose between including someone in their group who shared their group norm (moral or conventional) or who shared their group membership (school affiliation or gender). With age, children displayed a greater ability to balance informatio…
The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal…
When Is It Okay to Exclude a Member of the Ingroup? Children's and Adolescents’ Social Reasoning
Social exclusion of those who challenge group norms was investigated by asking children and adolescents, adolescents, age 9–13 years ( N = 381), to evaluate exclusion of group members who deviated from group norms. Testing predictions from social reasoning developmental theories of group‐based exclusion, children and adolescents evaluated exclusion based on group norms involving allocation of resources and group traditions about dress code. Exclu…
When Do Children Dislike Ingroup Members? Resource Allocation from Individual and Group Perspectives
Do children like ingroup members who challenge group norms about resource allocation? Further, do children evaluate from their own individual perspective? Participants ( N = 381), aged 9.5 and 13.5 years, evaluated members of their own group who deviated from group norms about resource allocation by either: (1) advocating for equal allocation in contrast to the group norm of inequality; or (2) advocating for inequality when the group norm was to …
White American students’ recognition of racial microaggressions in higher education
Racial microaggressions often occur in U.S. higher education. However, less is known about how White American students reason about their evaluations of racial microaggressions. The current study investigated how 213 White college students (54.46% cisgender women) attending a PWI in the Southeast U.S. in the Fall of 2019 justified their evaluations of the acceptability of racial microaggressions presented in vignettes. Following Social Domain The…
Social Inclusion of Refugee and Native Peers Among Adolescents: It is the Language that Matters
This study investigated the role of refugee status and language skills for adolescents' inclusion or exclusion decisions in hypothetical intergroup scenarios. 100 German adolescents (Mage = 13.65 years, SD = 1.93) were presented three scenarios in which groups of adolescents are planning leisure time activities, and peers from their own country (Germany) versus another country (Syrian refugees) with either good or bad German skills want to join t…
Judgments and reasoning about exclusion from counter-stereotypic STEM career choices in early childhood
You don’t need to talk to throw a ball! Children’s inclusion of language-outgroup members in behavioral and hypothetical scenarios
To investigate children's inclusion of language-outgroup members, English-speaking children (8-9 years and 10-11 years of age, N = 57) made inclusion decisions while playing a simulated ball-tossing game, Cyberball, and while evaluating hypothetical scenarios involving language-outgroup members who wanted to play with their group. In the Cyberball game, the group norm was to exclude non-English-speaking peers, and participant tosses to a language…
Interest, Mindsets and Engagement: Longitudinal Relations in Science Orientations for Adolescents in Informal Science Programs
School and Family Factors Predicting Adolescent Cognition Regarding Bystander Intervention in Response to Bullying and Victim Retaliation
Keeping Quiet Just Wouldn’t be Right: Children’s and Adolescents’ Evaluations of Challenges to Peer Relational and Physical Aggression
Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learn…
Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' ( N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between …
Does negative media representation shape adolescents' discrimination towards Syrian refugees through threat perception and prejudice
Gender‐based cyberbullying: Understanding expected bystander behavior online
As online access grows widespread, individuals may be increasingly subjected to cyberbullying, including cyber‐harassment targeting one's gender. Although bystander intervention can help stop bullying, little is known about factors that promote bystander intervention in instances of gender‐based cyberbullying. This study examines expected bystander responses to gender‐based cyberbullying with emerging adults from the United States ( N = 373, M ag…
Do Adolescents Intervene in Intergroup Bias‐based Bullying? Bystander Judgments and Responses to Intergroup Bias‐based Bullying of Refugees
This study examined 587 Turkish adolescents' (M age = 13.14, SD = 1.61) judgments and bystander responses towards hypothetical intragroup interpersonal (Turkish victim) and intergroup bias-based (Syrian refugee victim) bullying. Intergroup factors and social-cognitive skills were assessed as predictors. Findings revealed that adolescents were less likely to see bullying as acceptable and less likely to explicitly support the bully in intragroup i…
Unpacking young adults' experiences of race- and gender-based microaggressions
To date the majority of the research on microaggressions has focused on the experiences of targets, rather than the perpetrators, of microaggresive behaviors. The present study set out to investigate 278 college students' ( Mage = 19.12, SD = 1.34, 52.52% cisgender women, 74.82% European American) reported types of experience (a) unaware, b) aware, c) observer, d) perpetrator, and e) target) with race- and gender-based microaggressive behaviors a…
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) fro…
What motivates adolescent bystanders to intervene when immigrant youth are bullied
Pathways to bystander responses were examined in both generalized and bias-based bullying incidents involving immigrant-origin victims. Participants were 168 (M age = 14.54, 57% female) adolescents of immigrant (37.5%) and nonimmigrant backgrounds, who responded to their likelihood of intervening on behalf of either an Arab or Latine victim. Models tested whether contact with immigrants and one's desires for social contact with immigrant-origin p…
How college students in the United States make sense of examples of gender and intersectional microaggressions in classroom settings
Women and racially minoritized college students report frequent experiences of being targets of gender and race-based microaggressions in the classroom context. However, while much research has focused on reports of experiences by targets, less is known about how observers would evaluate and make sense of these microaggressive experiences. Thus the present study used vignettes based on real-life situations to ascertain how 272 college students (7…
Preparing the Next Generation for STEM: Adolescent Profiles Encompassing Math and Science Motivation and Interpersonal Skills and Their Associations With Identity and Belonging
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD =…
Social Exclusion: The Interplay of Group Goals and Individual Characteristics
Advancing a collaborative network toward equitable STEM pathways in intensive youth programs
Intensive youth STEM programs serve high school students in informal learning spaces such as museums and community centers. They engage participants over weeks, months, or years, focusing on long-term STEM outcomes, especially for populations historically marginalized in STEM fields. However, many of these programs operate independently or in silos, limiting opportunities for collective learning and improvement. Isolation is driven by factors suc…
Developmental Trajectories of Adolescents’ Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity
Children's and adolescents’ evaluations of wealth‐related STEM inequality
The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents' perceptions of STEM ability and access to…
The accidental transgressor: Morally-relevant theory of mind
Extending Social Domain Theory with a Process-Based Account of Moral Judgments
Social domain theory (SDT) provides a model for how individuals identify, evaluate, and coordinate domains of social knowledge when judging socially relevant actions. To date, little research has focused on the cognitive processes that underlie these capacities. Utilizing principles from the literature on SDT and the hierarchical competing systems model, we examine the extant research with a new focus on the process by which domain coordination t…
Development of Intra- and Intergroup Judgments in the Context of Moral and Social-Conventional Norms
Children and adolescents evaluated group inclusion and exclusion in the context of generic and group-specific norms involving morality and social conventions. Participants (N = 381), aged 9.5 and 13.5 years, judged an in-group member's decision to deviate from the norms of the group, whom to include, and whether their personal preference was the same as what they expected a group should do. Deviating from in-group moral norms about unequal alloca…
Social Exclusion in Childhood: A Developmental Intergroup Perspective
Interpersonal rejection and intergroup exclusion in childhood reflect different, but complementary, aspects of child development. Interpersonal rejection focuses on individual differences in personality traits, such as wariness and being fearful, to explain bully–victim relationships. In contrast, intergroup exclusion focuses on how in-group and out-group attitudes contribute to social exclusion based on group membership, such as gender, race, et…
When Is It Okay to Exclude a Member of the Ingroup? Children's and Adolescents’ Social Reasoning
Social exclusion of those who challenge group norms was investigated by asking children and adolescents, adolescents, age 9–13 years ( N = 381), to evaluate exclusion of group members who deviated from group norms. Testing predictions from social reasoning developmental theories of group‐based exclusion, children and adolescents evaluated exclusion based on group norms involving allocation of resources and group traditions about dress code. Exclu…
Social Exclusion: The Interplay of Group Goals and Individual Characteristics
When Do Children Dislike Ingroup Members? Resource Allocation from Individual and Group Perspectives
Do children like ingroup members who challenge group norms about resource allocation? Further, do children evaluate from their own individual perspective? Participants ( N = 381), aged 9.5 and 13.5 years, evaluated members of their own group who deviated from group norms about resource allocation by either: (1) advocating for equal allocation in contrast to the group norm of inequality; or (2) advocating for inequality when the group norm was to …
Context differences in children’s ingroup preferences
Ingroup preferences when deciding who to include in 2 distinct intergroup contexts, gender and school affiliation, were investigated. Children and adolescents, in the 4th (9–10 years) and 8th (13–14 years) grades, chose between including someone in their group who shared their group norm (moral or conventional) or who shared their group membership (school affiliation or gender). With age, children displayed a greater ability to balance informatio…
Keeping Quiet Just Wouldn’t be Right: Children’s and Adolescents’ Evaluations of Challenges to Peer Relational and Physical Aggression
Children’s and Adolescents’ Expectations about Challenging Unfair Group Norms
Judgments and reasoning about exclusion from counter-stereotypic STEM career choices in early childhood
You don’t need to talk to throw a ball! Children’s inclusion of language-outgroup members in behavioral and hypothetical scenarios
To investigate children's inclusion of language-outgroup members, English-speaking children (8-9 years and 10-11 years of age, N = 57) made inclusion decisions while playing a simulated ball-tossing game, Cyberball, and while evaluating hypothetical scenarios involving language-outgroup members who wanted to play with their group. In the Cyberball game, the group norm was to exclude non-English-speaking peers, and participant tosses to a language…
Social-Developmental Perspective on Intergroup Attitudes towards Immigrants and Refugees in Childhood and Adolescence: A Roadmap from Theory to Practice for an Inclusive Society
The unprecedented rates of migration throughout the world have raised concerns about the social integration of immigrants and refugees due to possible experiences of prejudice, discrimination, and hostility from members of the host society. In this article, we review developmental and social theories and related research outlining children’s and adolescents’ intergroup attitudes towards immigrants and refugees. The discussion then moves to social…
Social Inclusion of Refugee and Native Peers Among Adolescents: It is the Language that Matters
This study investigated the role of refugee status and language skills for adolescents' inclusion or exclusion decisions in hypothetical intergroup scenarios. 100 German adolescents (Mage = 13.65 years, SD = 1.93) were presented three scenarios in which groups of adolescents are planning leisure time activities, and peers from their own country (Germany) versus another country (Syrian refugees) with either good or bad German skills want to join t…
SKIPing Together: A Motor Competence Intervention Promotes Gender-Integrated Friendships for Young Children
School and Family Factors Predicting Adolescent Cognition Regarding Bystander Intervention in Response to Bullying and Victim Retaliation
Learning hand in hand: Engaging in research–practice partnerships to advance developmental science
Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research-practice partnerships, which involve both research and practice-based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevan…
Manifesto for new directions in developmental science
Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental science pursue to meaningfully address real-world problems that impact human development throughout the lifespan? What conceptual or policy shifts are needed to steer the field in these directions? The p…
Understanding science career aspirations: Factors predicting future science task value
This study examined factors that have been shown to predict middle school students' (grades 6–8) task values (utility value related to engaging with science in the future). Using structural equation modeling students' ( N = 1015) responses to a career aspiration survey were analyzed to determine relationships among the factors. The model of best fit showed that factors related to science capital (Exposure to STEM Practitioners, STEM Experiences, …
The Role of Immigration Background, Intergroup Processes, and Social-Cognitive Skills in Bystanders’ Responses to Bias-Based Bullying Toward Immigrants During Adolescence
This study examined how intergroup processes and social-cognitive factors shape bystander responses to bias-based and general bullying. Participants included sixth and ninth graders (N = 179, M = 13.23) who evaluated how likely they would be to intervene if they observed bullying of immigrant-origin and nonimmigrant-origin peers. Adolescents’ grade, intergroup attitudes, and social-cognitive abilities were evaluated as predictors of bystander res…
Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits
The impact of educators in informal science learning sites (ISLS) remains understudied from the perspective of youth visitors. Less is known about whether engagement with educators differs based on the age and gender of both visitor and educator. Here, visitors (5–17 years old) to six ISLS in the United States and United Kingdom (n = 488, female n = 244) were surveyed following an interaction with either a youth (14–18 -years old) or adult educat…
Adolescents’ and emerging adults’ judgments and justifications for social inclusion or exclusion of language-outgroup members: Language is just part of the story
Language becomes an important intergroup category for children from early on in their lives; however, few studies have examined the role language plays in social inclusion and exclusion. This study examines how adolescents and emerging adults in China make inclusion judgments of language-outgroup members and what reasons they use to justify their inclusion judgments. High school and university students ( N = 376, 63.3% female) were recruited to c…
Should I invite them? Bystanders' inclusivity judgements towards outgroup victims and ingroup bullies in intergroup bullying
This study examined bystanders' judgements of bullying and their inclusivity towards refugee victims and ingroup bully peers. Participants included 587 Turkish adolescents ( M age = 13.14, SD = 1.60) who were presented with two stories: intergroup (Syrian refugee victim) and intragroup (Turkish victim) bullying. They indicated acceptability of bullying, retaliation, and how likely they would be to include victims and bullies in different social c…
The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal…
Unpacking young adults' experiences of race- and gender-based microaggressions
To date the majority of the research on microaggressions has focused on the experiences of targets, rather than the perpetrators, of microaggresive behaviors. The present study set out to investigate 278 college students' ( Mage = 19.12, SD = 1.34, 52.52% cisgender women, 74.82% European American) reported types of experience (a) unaware, b) aware, c) observer, d) perpetrator, and e) target) with race- and gender-based microaggressive behaviors a…
Psychology (56 works) · Developmental psychology (46 works) · Social Psychology (46 works) · Social Psychology (35 works) · Social and Intergroup Psychology (25 works) · Career Development and Diversity (18 works) · Medicine (15 works) · Youth Development and Social Support (15 works) · Education, Achievement, and Giftedness (14 works) · Bullying, Victimization, and Aggression (13 works)