Travis Wilson
Biographic Data
| ID | 5139579 |
|---|---|
| NAME | Travis Wilson |
| GIVEN NAMES | Travis |
| FAMILY NAME | Wilson |
| SIGNATURE | WILSON T |
| AFFILIATIONS | Oberlin College |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Online Representation of Roma People: Facebook News Production and Audience Engagement in Four European Nations
Discrimination against Roma people is pervasive throughout Europe and the role that online news media plays in reinforcing stereotypical portrayals has received limited attention. The study investigates the textual and visual framing of Roma people in Facebook posts of online news organizations in Western European (Italy, United Kingdom) and Central-Eastern European (Czech Republic and Slovakia) nations. The relationship between frames and audien…
Coolness and admiration diverge in early adolescence among African American students in low-income urban schools
Peer nominations were used to explore age-related differences in the correlates of being admired and being perceived as cool among 542 youths in 5 low-income urban schools (Grades 3–6; 86% African American). Children nominated peers whom they admired and whom they perceived as cool, prosocial, and good at academics. Classroom group-level and dyadic-level analyses yielded complementary findings in support of 3 developmental hypotheses. Consistent …
Too Cool for School? The Relationship between Coolness and Academic Reputation in Early Adolescence
The relationship between peer‐nominated coolness and academic reputation was examined at two time points spanning the first year of middle school ( N = 807; 52 percent female; 52 percent A frican‐ A merican; 48 percent E uropean A merican). Students predominantly nominated peers who were from their same gender and ethnic group as being cool. Associations between coolness and academic reputation differed across subgroups, were contingent upon leve…
The company they keep and avoid: Social goal orientation as a predictor of children’s ethnic segregation
This study examined whether social goal orientation (i.e., demonstration-approach, demonstration-avoid, and social development goals) predicts changes in ethnic segregation among 4th and 5th grade African American and European American children (n = 713, ages 9-11 years) from fall to spring. Segregation measures were (a) same-ethnicity favoritism in friendships, (b) same-ethnicity favoritism in peer group affiliations, and (c) cross-ethnicity dis…
Social goals, social behavior, and social status in middle childhood
This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and aggressive behavior, and peer nominations of social status (preference, popularity) were examined over the co…
Children's Cross-Ethnic Relationships in Elementary Schools: Concurrent and Prospective Associations Between Ethnic Segregation and Social Status
This study examined whether ethnic segregation is concurrently (fall) and prospectively (fall to spring) associated with social status among 4th- and 5th-grade African American and European American children (n = 713, ages 9-11 years). Segregation measures were (a) same-ethnicity favoritism in peer affiliations and (b) cross-ethnicity dislike. Social status measures were same- and cross-ethnicity peer nominations of acceptance, rejection, and coo…
African American and European American Students’ Peer Groups During Early Adolescence: Structure, Status, and Academic Achievement
Focusing on a sample of 382 African American (206 female) and 264 European American (132 female) students in diverse fourth and fifth grade classrooms, this study investigated three questions concerning the connections between peer groups and academic achievement during early adolescence: (a) How is group structure (i.e., hierarchy and cohesion) associated with group centrality (i.e., status) in the classroom? (b) Does group structure predict aca…
Social integration between African American and European American children in majority black, majority white, and multicultural elementary classrooms
How are African American and European American children getting along in integrated elementary schools? The authors find substantial integration in majority black and multicultural classrooms, but ethnic segregation and cross-ethnic antipathies are more common in majority white classrooms
Social goals, social behavior, and social status in middle childhood
This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and aggressive behavior, and peer nominations of social status (preference, popularity) were examined over the co…
African American and European American Students’ Peer Groups During Early Adolescence: Structure, Status, and Academic Achievement
Focusing on a sample of 382 African American (206 female) and 264 European American (132 female) students in diverse fourth and fifth grade classrooms, this study investigated three questions concerning the connections between peer groups and academic achievement during early adolescence: (a) How is group structure (i.e., hierarchy and cohesion) associated with group centrality (i.e., status) in the classroom? (b) Does group structure predict aca…
Too Cool for School? The Relationship between Coolness and Academic Reputation in Early Adolescence
The relationship between peer‐nominated coolness and academic reputation was examined at two time points spanning the first year of middle school ( N = 807; 52 percent female; 52 percent A frican‐ A merican; 48 percent E uropean A merican). Students predominantly nominated peers who were from their same gender and ethnic group as being cool. Associations between coolness and academic reputation differed across subgroups, were contingent upon leve…
Children's Cross-Ethnic Relationships in Elementary Schools: Concurrent and Prospective Associations Between Ethnic Segregation and Social Status
This study examined whether ethnic segregation is concurrently (fall) and prospectively (fall to spring) associated with social status among 4th- and 5th-grade African American and European American children (n = 713, ages 9-11 years). Segregation measures were (a) same-ethnicity favoritism in peer affiliations and (b) cross-ethnicity dislike. Social status measures were same- and cross-ethnicity peer nominations of acceptance, rejection, and coo…
The company they keep and avoid: Social goal orientation as a predictor of children’s ethnic segregation
This study examined whether social goal orientation (i.e., demonstration-approach, demonstration-avoid, and social development goals) predicts changes in ethnic segregation among 4th and 5th grade African American and European American children (n = 713, ages 9-11 years) from fall to spring. Segregation measures were (a) same-ethnicity favoritism in friendships, (b) same-ethnicity favoritism in peer group affiliations, and (c) cross-ethnicity dis…
Social integration between African American and European American children in majority black, majority white, and multicultural elementary classrooms
How are African American and European American children getting along in integrated elementary schools? The authors find substantial integration in majority black and multicultural classrooms, but ethnic segregation and cross-ethnic antipathies are more common in majority white classrooms
African American and European American Students’ Peer Groups During Early Adolescence: Structure, Status, and Academic Achievement
Focusing on a sample of 382 African American (206 female) and 264 European American (132 female) students in diverse fourth and fifth grade classrooms, this study investigated three questions concerning the connections between peer groups and academic achievement during early adolescence: (a) How is group structure (i.e., hierarchy and cohesion) associated with group centrality (i.e., status) in the classroom? (b) Does group structure predict aca…
Children's Cross-Ethnic Relationships in Elementary Schools: Concurrent and Prospective Associations Between Ethnic Segregation and Social Status
This study examined whether ethnic segregation is concurrently (fall) and prospectively (fall to spring) associated with social status among 4th- and 5th-grade African American and European American children (n = 713, ages 9-11 years). Segregation measures were (a) same-ethnicity favoritism in peer affiliations and (b) cross-ethnicity dislike. Social status measures were same- and cross-ethnicity peer nominations of acceptance, rejection, and coo…
Social goals, social behavior, and social status in middle childhood
This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and aggressive behavior, and peer nominations of social status (preference, popularity) were examined over the co…
Too Cool for School? The Relationship between Coolness and Academic Reputation in Early Adolescence
The relationship between peer‐nominated coolness and academic reputation was examined at two time points spanning the first year of middle school ( N = 807; 52 percent female; 52 percent A frican‐ A merican; 48 percent E uropean A merican). Students predominantly nominated peers who were from their same gender and ethnic group as being cool. Associations between coolness and academic reputation differed across subgroups, were contingent upon leve…
The company they keep and avoid: Social goal orientation as a predictor of children’s ethnic segregation
This study examined whether social goal orientation (i.e., demonstration-approach, demonstration-avoid, and social development goals) predicts changes in ethnic segregation among 4th and 5th grade African American and European American children (n = 713, ages 9-11 years) from fall to spring. Segregation measures were (a) same-ethnicity favoritism in friendships, (b) same-ethnicity favoritism in peer group affiliations, and (c) cross-ethnicity dis…
Coolness and admiration diverge in early adolescence among African American students in low-income urban schools
Peer nominations were used to explore age-related differences in the correlates of being admired and being perceived as cool among 542 youths in 5 low-income urban schools (Grades 3–6; 86% African American). Children nominated peers whom they admired and whom they perceived as cool, prosocial, and good at academics. Classroom group-level and dyadic-level analyses yielded complementary findings in support of 3 developmental hypotheses. Consistent …
Online Representation of Roma People: Facebook News Production and Audience Engagement in Four European Nations
Discrimination against Roma people is pervasive throughout Europe and the role that online news media plays in reinforcing stereotypical portrayals has received limited attention. The study investigates the textual and visual framing of Roma people in Facebook posts of online news organizations in Western European (Italy, United Kingdom) and Central-Eastern European (Czech Republic and Slovakia) nations. The relationship between frames and audien…
Psychology (7 works) · Developmental psychology (6 works) · Early Childhood Education and Development (5 works) · Sociology (5 works) · Ethnic group (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Bullying, Victimization, and Aggression (3 works) · Academic achievement (2 works) · African american (2 works)