Thomas W Farmer
Biographic Data
| ID | 5508510 |
|---|---|
| NAME | Thomas W Farmer |
| GIVEN NAMES | Thomas W |
| FAMILY NAME | Farmer |
| SIGNATURE | FARMER T W |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| ORCID | 0009-0004-8731-1422 |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 390 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 11 |
Centering the Margins: Dynamic Systems, Targeted Universalism, and Special Education
This commentary outlines the potential benefits of applying advances in the science of learning and development to special education service delivery and research. Building from a dynamic ecological systems perspective of development, it is argued that special education should focus on the whole child in context to leverage the correlated contributions of multiple factors in the learning and development of students with disabilities. The concept …
Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims
Teachers are instrumental in antibullying efforts given their position of authority in the classroom context, yet teachers can only be effective at reducing victimization and bullying in their classrooms if they are aware of who is involved. Consequently, teachers’ attunement to bullies and victims is a critical component of social dynamics management and antibullying practices. Given the importance of teacher attunement, there is a pressing need…
John Theilmann, Disease and Society in Premodern England . New York: Routledge, 2022, ix, 278 pp
The pandemic has stimulated interest in past epidemics, especially the Black Death, and John Theilmann’s Disease and Society in Premodern England is a welcome contribution to this literature. Focusing on England from 1000 to 1600, the book provides a useful introduction to the topic of health and disease in the Middle Ages
Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the Base Model
We focus on the inclusion of socially vulnerable early adolescents including students with special education needs (SEN). Building from multiple intervention and randomized control trials of a professional development model aimed at supporting teachers' management of the classroom social context, we provide an overview of the Behavioral, Academic, and Social Engagement (BASE) Model as a framework to foster social inclusion. We briefly review the …
Teachers’ perceptions of middle schoolers’ social concerns: Strategies and barriers to supporting students’ social success
Changes in African American and Latinx Students’ Perceived Ethnic–Racial Discrimination During the Middle School Transition Year
The middle school transition year poses known challenges to early adolescent adjustment, particularly for students from ethnic and racial minoritized backgrounds who face ethnic and racial discrimination from school personnel and classmates. Drawing on a sample of 711 African American and Latinx sixth-grade students attending 17 schools, we employed latent class analysis and latent transition analysis to explore the nature of and changes to perce…
Heterogeneity of Social Marginalization in Early Adolescence: Longitudinal Associations with Behavioral and Social Adjustment
Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention
Teacher attunement to peer‐nominated aggressors
This study examined the associations between teacher attunement to aggressive students and students’ characteristics in a sample ( n = 278) of youth in 5th‐grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers’ attunement to aggressive students. Teacher attunement was measured as the agreement between teacher‐ and peer‐nominations for students who start fights . Teachers rated their students…
Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology
School Characteristics and Experiences of African American, Hispanic/Latino, and Native American Youth in Rural Communities: Relation to Educational Aspirations
The primary purpose of this study was to examine differences in the school characteristics and experiences of African American, Hispanic/Latino, and Native American youth in rural high schools as well as their relation to educational aspirations. We also investigated the characteristics and experiences of students and their families given that these are important in rural youths’ preparation for the transition to adulthood. Data were from the Rur…
Improving the School Context of Early Adolescence Through Teacher Attunement to Victimization: Effects on School Belonging
The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants ( n = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students who were "picked on." Teacher attunement represented the correspondence between self-identified and …
Enhancing peer cultures of academic effort and achievement in early adolescence: Promotive effects of the Seals intervention
Peer cultures of effort and achievement influence early adolescents' academic adjustment. A randomized controlled trials design was used to test the extent to which aspects of peer cultures of effort and achievement were enhanced following teachers' participation in the Supporting Early Adolescents' Learning and Social Success (SEALS) intervention. Observational and survey data from teachers (N = 188) and survey data from 6th-graders (N = 2,453) …
Promotive peer contexts of academic and social adjustment among rural African American early adolescent boys
This study investigated the social network system of African American early adolescents (N = 237) in rural, low-wealth schools, specifically in terms of networks with norms strongly favoring effort and achievement. Networks with norms favoring effort and achievement were more likely to be central to the social system at the end of the school year. Subsequent analyses focused on boys (n = 103) and the effects of affiliation in networks with norms …
Manufacturing Phenomena or Preserving Phenomena? Core Issues in the Identification of Peer Social Groups With Social Cognitive Mapping Procedures
Revealing the invisible hand: The role of teachers in children's peer experiences
Relationship of School Context to Rural Youth’s Educational Achievement and Aspirations
Early Adolescent Peer Ecologies in Rural Communities: Bullying in Schools That Do and Do not Have a Transition During the Middle Grades
Interpersonal Competence Configurations, Attachment to Community, and Residential Aspirations of Rural Adolescents
Injunctive and Descriptive Peer Group Norms and the Academic Adjustment of Rural Early Adolescents
This study integrates diverse literatures on peer group influence by conceptualizing and examining the relationship of peer group injunctive norms to the academic adjustment of a large and ethnically diverse sample of rural early adolescents’ academic adjustment. Results of three-level hierarchical linear modeling indicated that peer groups were differentiated by injunctive norms for effort and achievement. After accounting for prior adjustment, …
Social preference, social prominence, and group membership in late elementary school: Homophilic concentration and peer affiliation configurations
Studying the individual within the peer context: Are we on target
The methodological and theoretical advances in this volume provide new perspectives on longstanding questions about the extent to which both complementarity and reciprocity underlie social relationships. These chapters highlight innovative approaches for clarifying the role of contextual and developmental variations in social structures and processes that are at the core of developmental social network science
Bullies and victims in rural African American youth: Behavioral characteristics and social network placement
Bullying and victimization are serious problems for youth of many ages and from a variety of backgrounds. These behaviors have not, however, been widely studied in rural minorities. The current work examined behavioral and social correlates of bullying and victimization in a sample of rural African American youth. Incidence rates of bullying, victimization, and aggressive victimization parallel those in other populations. Bullies were rated as ag…
Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use
They're Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls
Heterogeneity of popular boys: Antisocial and prosocial configurations
This study examined subtypes of popular 4th-6th grade boys (N = 452).Popular-prosocial (model) and popular-antisocial (tough) configurations were identified by means of teacher ratings and compared with peer and self-assessments and social centrality measures.Peers perceived model boys as cool, athletic, leaders, cooperative, studious, not shy, and nonaggressive.Peers perceived tough boys as cool, athletic, and antisocial.Model boys saw themselve…
Rejected Bullies or Popular Leaders? The Social Relations of Aggressive Subtypes of Rural African American Early Adolescents
Teacher assessments of interpersonal characteristics were used to identify subtypes of rural African American early adolescents (161 boys and 258 girls). Teacher ratings of interpersonal characteristics were used to identify popular and unpopular aggressive subtypes for both boys and girls. Unpopular aggressive youths did not have elevated levels of rejected sociometric status but were more likely to have lower levels of peer-perceived social pro…
Enhancing peer cultures of academic effort and achievement in early adolescence: Promotive effects of the Seals intervention
Peer cultures of effort and achievement influence early adolescents' academic adjustment. A randomized controlled trials design was used to test the extent to which aspects of peer cultures of effort and achievement were enhanced following teachers' participation in the Supporting Early Adolescents' Learning and Social Success (SEALS) intervention. Observational and survey data from teachers (N = 188) and survey data from 6th-graders (N = 2,453) …
Antisocial and Prosocial Correlates of Classroom Social Positions: The Social Network Centrality Perspective
We explore relations between social network centrality and behavioral characteristics. Elementary school students nominated classmates for aggressivity, disruptiveness, popularity, studiousness, leadership, cooperativeness, athleticism, and shyness. Students had 1 of 4 levels of network centrality (i.e., nuclear, secondary, peripheral, isolated) and were in 1 of 4 educational classifications (i.e., academically gifted, emotionally and behaviorall…
They're Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls
Identifying Children's Peer Social Networks in School Classrooms: Links Between Peer Reports and Observed Interactions
Links between peer reports of social cluster membership and observed classroom interactions were examined in a sample of 72 children in 4 th grade and 7 th grade. All participating children in each classroom identified as many social clusters in the classroom as they could recall. Using the social‐cognitive map (SCM) procedure, these individual reports were aggregated to summarize the number of times a given child was nominated as being in the sa…
Relationship of School Context to Rural Youth’s Educational Achievement and Aspirations
Exploring Risk in Early Adolescent African American Youth
Two studies were conducted to explore the degree to which single‐ and multiple‐risk profiles were evident in samples of African American early adolescents in low‐income inner‐city, rural, and suburban schools. Study 1 examined early adolescent risk status (i.e., single, multiple) in relation to later adjustment in a representative sample (70% European American, 30% African American). Youth who experienced a single risk in early adolescence had mo…
Early Adolescent Peer Ecologies in Rural Communities: Bullying in Schools That Do and Do not Have a Transition During the Middle Grades
Improving the School Context of Early Adolescence Through Teacher Attunement to Victimization: Effects on School Belonging
The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants ( n = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students who were "picked on." Teacher attunement represented the correspondence between self-identified and …
Interpersonal Competence Configurations, Attachment to Community, and Residential Aspirations of Rural Adolescents
Injunctive and Descriptive Peer Group Norms and the Academic Adjustment of Rural Early Adolescents
This study integrates diverse literatures on peer group influence by conceptualizing and examining the relationship of peer group injunctive norms to the academic adjustment of a large and ethnically diverse sample of rural early adolescents’ academic adjustment. Results of three-level hierarchical linear modeling indicated that peer groups were differentiated by injunctive norms for effort and achievement. After accounting for prior adjustment, …
Bullies and victims in rural African American youth: Behavioral characteristics and social network placement
Bullying and victimization are serious problems for youth of many ages and from a variety of backgrounds. These behaviors have not, however, been widely studied in rural minorities. The current work examined behavioral and social correlates of bullying and victimization in a sample of rural African American youth. Incidence rates of bullying, victimization, and aggressive victimization parallel those in other populations. Bullies were rated as ag…
Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology
School Characteristics and Experiences of African American, Hispanic/Latino, and Native American Youth in Rural Communities: Relation to Educational Aspirations
The primary purpose of this study was to examine differences in the school characteristics and experiences of African American, Hispanic/Latino, and Native American youth in rural high schools as well as their relation to educational aspirations. We also investigated the characteristics and experiences of students and their families given that these are important in rural youths’ preparation for the transition to adulthood. Data were from the Rur…
Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use
Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims
Teachers are instrumental in antibullying efforts given their position of authority in the classroom context, yet teachers can only be effective at reducing victimization and bullying in their classrooms if they are aware of who is involved. Consequently, teachers’ attunement to bullies and victims is a critical component of social dynamics management and antibullying practices. Given the importance of teacher attunement, there is a pressing need…
Social preference, social prominence, and group membership in late elementary school: Homophilic concentration and peer affiliation configurations
Teacher attunement to peer‐nominated aggressors
This study examined the associations between teacher attunement to aggressive students and students’ characteristics in a sample ( n = 278) of youth in 5th‐grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers’ attunement to aggressive students. Teacher attunement was measured as the agreement between teacher‐ and peer‐nominations for students who start fights . Teachers rated their students…
Teachers’ perceptions of middle schoolers’ social concerns: Strategies and barriers to supporting students’ social success
Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention
Manufacturing Phenomena or Preserving Phenomena? Core Issues in the Identification of Peer Social Groups With Social Cognitive Mapping Procedures
Antisocial and Prosocial Correlates of Classroom Social Positions: The Social Network Centrality Perspective
We explore relations between social network centrality and behavioral characteristics. Elementary school students nominated classmates for aggressivity, disruptiveness, popularity, studiousness, leadership, cooperativeness, athleticism, and shyness. Students had 1 of 4 levels of network centrality (i.e., nuclear, secondary, peripheral, isolated) and were in 1 of 4 educational classifications (i.e., academically gifted, emotionally and behaviorall…
Heterogeneity of popular boys: Antisocial and prosocial configurations
This study examined subtypes of popular 4th-6th grade boys (N = 452).Popular-prosocial (model) and popular-antisocial (tough) configurations were identified by means of teacher ratings and compared with peer and self-assessments and social centrality measures.Peers perceived model boys as cool, athletic, leaders, cooperative, studious, not shy, and nonaggressive.Peers perceived tough boys as cool, athletic, and antisocial.Model boys saw themselve…
Developmental science, systems of care, and prevention of emotional and behavioral problems in youth
Developmental science, a metatheoretical framework for investigating individual development across the lifecourse, is discussed in terms of its application to prevention and treatment of emotional and behavioral problems. The multifaceted, dynamic, and bidirectional contribution of factors, both internal and external to the individual, is thus emphasized. Key aspects of developmental science, systems of care, and prevention are described, and the…
Promoting interpersonal competence and educational success through extracurricular activity participation.
This longitudinal study investigated consistent participation in extracurricular activities as a contributor to long-term educational success. Participants were 695 boys and girls who were interviewed annually to the end of high school and again at age 20. Family economic status, interpersonal competence, and educational aspirations during adolescence were used to assess educational status at young adulthood. Consistent extracurricular activity p…
Enemies in the Gendered Societies of Middle Childhood: Prevalence, Stability, Associations With Social Status, and Aggression
This analysis of third and fourth graders suggests that enemy relationships are common, often of short duration, and partially reflective of negative behavior patterns between boys and girls in elementary school
Heterogeneity in the Relationship Between Popularity and Aggression: Individual, Group, and Classroom Influences
This chapter focuses on the relationship between popularity and aggression. Subgroups of prosocial-popular, aggressive-popular, and aggressive-unpopular boys are examined in terms of their behavioral and social-ecological correlates
The Transition to High School: A Prodigal Analysis of Developmental Pathways
This chapter explores the relationship between childhood aggressive behavior and later adjustment, with a focus on the transition to high school. Pattern-oriented prodigal analysis is used to identify four homogeneous groups, based on stability or change in risk and nonrisk status over time
Identifying Children's Peer Social Networks in School Classrooms: Links Between Peer Reports and Observed Interactions
Links between peer reports of social cluster membership and observed classroom interactions were examined in a sample of 72 children in 4 th grade and 7 th grade. All participating children in each classroom identified as many social clusters in the classroom as they could recall. Using the social‐cognitive map (SCM) procedure, these individual reports were aggregated to summarize the number of times a given child was nominated as being in the sa…
Rejected Bullies or Popular Leaders? The Social Relations of Aggressive Subtypes of Rural African American Early Adolescents
Teacher assessments of interpersonal characteristics were used to identify subtypes of rural African American early adolescents (161 boys and 258 girls). Teacher ratings of interpersonal characteristics were used to identify popular and unpopular aggressive subtypes for both boys and girls. Unpopular aggressive youths did not have elevated levels of rejected sociometric status but were more likely to have lower levels of peer-perceived social pro…
Exploring Risk in Early Adolescent African American Youth
Two studies were conducted to explore the degree to which single‐ and multiple‐risk profiles were evident in samples of African American early adolescents in low‐income inner‐city, rural, and suburban schools. Study 1 examined early adolescent risk status (i.e., single, multiple) in relation to later adjustment in a representative sample (70% European American, 30% African American). Youth who experienced a single risk in early adolescence had mo…
They're Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls
Studying the individual within the peer context: Are we on target
The methodological and theoretical advances in this volume provide new perspectives on longstanding questions about the extent to which both complementarity and reciprocity underlie social relationships. These chapters highlight innovative approaches for clarifying the role of contextual and developmental variations in social structures and processes that are at the core of developmental social network science
Bullies and victims in rural African American youth: Behavioral characteristics and social network placement
Bullying and victimization are serious problems for youth of many ages and from a variety of backgrounds. These behaviors have not, however, been widely studied in rural minorities. The current work examined behavioral and social correlates of bullying and victimization in a sample of rural African American youth. Incidence rates of bullying, victimization, and aggressive victimization parallel those in other populations. Bullies were rated as ag…
Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use
Social preference, social prominence, and group membership in late elementary school: Homophilic concentration and peer affiliation configurations
Injunctive and Descriptive Peer Group Norms and the Academic Adjustment of Rural Early Adolescents
This study integrates diverse literatures on peer group influence by conceptualizing and examining the relationship of peer group injunctive norms to the academic adjustment of a large and ethnically diverse sample of rural early adolescents’ academic adjustment. Results of three-level hierarchical linear modeling indicated that peer groups were differentiated by injunctive norms for effort and achievement. After accounting for prior adjustment, …
Revealing the invisible hand: The role of teachers in children's peer experiences
Relationship of School Context to Rural Youth’s Educational Achievement and Aspirations
Early Adolescent Peer Ecologies in Rural Communities: Bullying in Schools That Do and Do not Have a Transition During the Middle Grades
Interpersonal Competence Configurations, Attachment to Community, and Residential Aspirations of Rural Adolescents
Manufacturing Phenomena or Preserving Phenomena? Core Issues in the Identification of Peer Social Groups With Social Cognitive Mapping Procedures
Promotive peer contexts of academic and social adjustment among rural African American early adolescent boys
This study investigated the social network system of African American early adolescents (N = 237) in rural, low-wealth schools, specifically in terms of networks with norms strongly favoring effort and achievement. Networks with norms favoring effort and achievement were more likely to be central to the social system at the end of the school year. Subsequent analyses focused on boys (n = 103) and the effects of affiliation in networks with norms …
Enhancing peer cultures of academic effort and achievement in early adolescence: Promotive effects of the Seals intervention
Peer cultures of effort and achievement influence early adolescents' academic adjustment. A randomized controlled trials design was used to test the extent to which aspects of peer cultures of effort and achievement were enhanced following teachers' participation in the Supporting Early Adolescents' Learning and Social Success (SEALS) intervention. Observational and survey data from teachers (N = 188) and survey data from 6th-graders (N = 2,453) …
Improving the School Context of Early Adolescence Through Teacher Attunement to Victimization: Effects on School Belonging
The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants ( n = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students who were "picked on." Teacher attunement represented the correspondence between self-identified and …
School Characteristics and Experiences of African American, Hispanic/Latino, and Native American Youth in Rural Communities: Relation to Educational Aspirations
The primary purpose of this study was to examine differences in the school characteristics and experiences of African American, Hispanic/Latino, and Native American youth in rural high schools as well as their relation to educational aspirations. We also investigated the characteristics and experiences of students and their families given that these are important in rural youths’ preparation for the transition to adulthood. Data were from the Rur…
Psychology (34 works) · Developmental psychology (30 works) · Social Psychology (20 works) · Youth Development and Social Support (20 works) · Bullying, Victimization, and Aggression (16 works) · Early Childhood Education and Development (16 works) · Social Psychology (15 works) · Sociology (14 works) · Medicine (12 works) · Child and Adolescent Psychosocial and Emotional Development (11 works)