Harriet R Tenenbaum
Biographic Data
| ID | 759167 |
|---|---|
| NAME | Harriet R Tenenbaum |
| GIVEN NAMES | Harriet R |
| FAMILY NAME | Tenenbaum |
| SIGNATURE | TENENBAUM H R |
| AFFILIATIONS | University of Surrey |
| VERIFIED | No |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 319 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 5 |
The role of valuing cultural diversity in children's endorsements of rights
Support for children's rights is greater among children raised in democratic environments. The present two studies examined children's endorsements and predictors of children's rights. Five democratic competences taken from the Council of Europe's Reference Framework of Competences for Democratic Culture served as predictors. We tested the models in a sample of children raised in five European countries and a sample raised in an African country, …
Benevolent and Hostile Sexism in Endorsement of Heterosexist Marriage Traditions Among Adolescents and Adults
Within most western countries, gendered proposal, surname, and wedding traditions remain widely endorsed. A previous study indicated that endorsement of proposal and surname traditions is associated with higher levels of benevolent sexism (BS) in university students in the USA. Three studies (N = 367) extended research to adolescents (dating age) and 30-year-olds (typical first-time marriage age). For the first time, these studies examined gender…
Lessons from developmental science to mitigate the effects of the Covid-19 restrictions on social development
Since the COVID-19 pandemic and the resulting social restrictions, children’s peer interactions have been altered. Peer interactions help children learn from each other to develop their understanding of conversation, emotion, and group norms. In addition, friendships can reduce intergroup bias and prejudice and increase independence. In this article, we review the ways that peers contribute to children’s cognitive and social development in inform…
Young People’s Visions and Worries for the Future of Europe: Findings from the Europe 2038 Project
Does Situation Matter in Conceptions of Children’s Nurturance and Self-determination Rights: An Examination of South African Children’s and Mothers’ Perspectives
Recent work regarding children’s rights has advocated for research in non-Western settings and with participants who are ethnic/racial minorities. We addressed these issues through secondary analysis of interviews with 63 mixed-race South African children (9-, 11-, and 13-year olds) and their mothers. Participants’ responses to hypothetical vignettes depicting children’s nurturance and self-determination rights scenarios were coded using social c…
Gender Comparisons in Mother-Child Emotion Talk: A Meta-Analysis
Attachment dimensions and forgiveness of others: A meta-analysis
Forgiveness, as a response to interpersonal transgressions, has multiple societal and individual benefits. Individual differences in attachment have been identified as a predictor not only of forgiveness but of state responses frequently associated with forgiveness. The current meta-analysis is the first systematic analysis of the effect of attachment dimensions (i.e., anxiety and avoidance) on forgiveness of others. Analysis of published and unp…
Does a Woman’s Marital Surname Choice Influence Perceptions of Her Husband? An Analysis Focusing on Gender-Typed Traits and Relationship Power Dynamics
It’s not like in Apartheid’
This study explored declarative knowledge about children’s rights in 67 South African children between 9 and 14 years old, using semi-structured interviews addressing the following questions: What is a right? Who has rights? Do children have rights? What rights do children have? Why should children have rights? Can anyone take away your rights? Who can take away your rights? Data were analysed quantitatively to examine age and gender differences.…
Does Moral and Social Conventional Reasoning Predict British Young People's Judgments About the Rights of Asylum‐Seeker Youth
Since the nearly universal ratification of the U.N. Convention on the Rights of the Child (U.N. General Assembly, ), children's rights have received increasing empirical attention. While there is an established body of research on how youth view their own rights, few studies have examined their views about the rights of out‐group members. Employing a social‐cognitive domain approach, the current study investigated British young people's (N = 260)…
Does discovery-based instruction enhance learning?
The purpose of this study was to observe if there were effects on the vocabulary acquisition process of some students, through the implementation of project-based tasks approach by the use of the learning strategy called Guided Discovery. In accordance with the previous purpose, 28 ninth graders of a public school in Bogotá (Colombia) were the participants of this study. Due to its characteristics the current study may be enclosed in the field of…
It's a boy because he's painting a picture’: Age differences in children's conventional and unconventional gender schemas
Two studies investigated the development of children's gender knowledge using a procedure designed to tap into children's unconventional gender beliefs. Study 1 revealed a developmental progression with 34 3‐ to 4‐year‐old children providing more unconventional reasons than conventional reasons to explain the gender of a series of drawings. By contrast, 39 5‐ to 6‐year‐old and 42 7‐ to 8‐year‐old children provided more conventional than unconvent…
Supporting parent-child conversations in a history museum
BackgroundMuseums can serve as rich resources for families to learn about the social world through engagement with exhibits and parent-child conversation about exhibits.AimsThis study examined ways of engaging parents and child about two related exhibits at a cultural and history museum. Sample participants consisted of families visiting the Animal Antics and the Gone Potty exhibits at the British Museum.MethodsWhilst visiting two exhibits at the…
You'd Be Good at That’: Gender Patterns in Parent‐Child Talk about Courses
This study examined the parent‐child dyad as a context in which children's gender‐stereotyped course selections are reinforced. Fifty four children from two age groups ( M s = 10.67 and 12.71 years) and their mothers and fathers selected courses for when children reached secondary school. Afterwards, children and parents discussed their decisions. Parents of sons selected fewer foreign language courses than mathematics, language arts or science c…
Are teachers' expectations different for racial minority than for European American students? A meta-analysis
Four quantitative meta-analyses examined whether teachers' expectations, referrals, positive and neutral speech, and negative speech differed toward ethnic minority students (i.e., African American, Asian American, and Latino/a) as compared with European American students. Teachers were found to hold the highest expectations for Asian American students (d = -.17). In addition, teachers held more positive expectations for European American student…
Sadness, Anger, and Frustration: Gendered Patterns in Early Adolescents’ and Their Parents’ Emotion Talk
Children’s learning about water in a museum and in the classroom
Parent-child conversations about science: The socialization of gender inequities
This study investigated the family as a context for the gender typing of science achievement. Adolescents (N = 52) from 2 age levels (mean ages = 11 and 13 years) participated with their mothers and fathers on separate occasions; families were from predominantly middle-income European American backgrounds. Questionnaires measured the parents' and the child's attitudes. Each parent also engaged his or her child in 4 structured teaching activities …
The Role of Educational Background, Activity, and Past Experiences in Mexican-Descent Families’ Science Conversations
Debate exists regarding the extent to which Mexican-descent parent-child conversations are explanatory. Moreover, suggestions have been made that differences in the amount of explanatory conversation may be based on parents’educational background. This article reports on two studies investigating conversations between parents and children in two different contexts. Results of an observational study conducted at a children’s museum reveal that alt…
Parents Explain More Often to Boys Than to Girls During Shared Scientific Thinking
Young children's everyday scientific thinking often occurs in the context of parent-child interactions. In a study of naturally occurring family conversation, parents were three times more likely to explain science to boys than to girls while using interactive science exhibits in a museum. This difference in explanation occurred despite the fact that parents were equally likely to talk to their male and female children about how to use the exhibi…
Mentoring Relationships in Graduate School
Gender effects on Mexican-descent parents' questions and scaffolding during toy play: A sequential analysis
Parental responses following children's answers to parental questions (Parent Question → Child Answer → Parent Response) were examined during play between Mexican-descent children and their parents. Nineteen boys and 18 girls were videotaped playing separately with each of their parents with a toy zoo set. Patterns of parental responses following children's answers to parental questions indicated that mothers provided more scaffolding responses t…
Mothers' and Fathers' Questions to Their Child in Mexican-Descent Families: Moderators of Cognitive Demand During Play
This study investigated the cognitive demand in the questions directed to Mexicandescent children by theirmothers andfathers during play with three sets of toys. Nineteen boys and 18 girls were videotaped separately with each parent while playing with a feminine-stereotyped toy set (toy foods and plates) and a masculine-stereotyped toy set (toy track and cars). Both mothers and fathers asked more questions overall during the feminine-stereotyped …
Are teachers' expectations different for racial minority than for European American students? A meta-analysis
Four quantitative meta-analyses examined whether teachers' expectations, referrals, positive and neutral speech, and negative speech differed toward ethnic minority students (i.e., African American, Asian American, and Latino/a) as compared with European American students. Teachers were found to hold the highest expectations for Asian American students (d = -.17). In addition, teachers held more positive expectations for European American student…
Parent-child conversations about science: The socialization of gender inequities
This study investigated the family as a context for the gender typing of science achievement. Adolescents (N = 52) from 2 age levels (mean ages = 11 and 13 years) participated with their mothers and fathers on separate occasions; families were from predominantly middle-income European American backgrounds. Questionnaires measured the parents' and the child's attitudes. Each parent also engaged his or her child in 4 structured teaching activities …
Sadness, Anger, and Frustration: Gendered Patterns in Early Adolescents’ and Their Parents’ Emotion Talk
Does a Woman’s Marital Surname Choice Influence Perceptions of Her Husband? An Analysis Focusing on Gender-Typed Traits and Relationship Power Dynamics
Does Moral and Social Conventional Reasoning Predict British Young People's Judgments About the Rights of Asylum‐Seeker Youth
Since the nearly universal ratification of the U.N. Convention on the Rights of the Child (U.N. General Assembly, ), children's rights have received increasing empirical attention. While there is an established body of research on how youth view their own rights, few studies have examined their views about the rights of out‐group members. Employing a social‐cognitive domain approach, the current study investigated British young people's (N = 260)…
Supporting parent-child conversations in a history museum
BackgroundMuseums can serve as rich resources for families to learn about the social world through engagement with exhibits and parent-child conversation about exhibits.AimsThis study examined ways of engaging parents and child about two related exhibits at a cultural and history museum. Sample participants consisted of families visiting the Animal Antics and the Gone Potty exhibits at the British Museum.MethodsWhilst visiting two exhibits at the…
Attachment dimensions and forgiveness of others: A meta-analysis
Forgiveness, as a response to interpersonal transgressions, has multiple societal and individual benefits. Individual differences in attachment have been identified as a predictor not only of forgiveness but of state responses frequently associated with forgiveness. The current meta-analysis is the first systematic analysis of the effect of attachment dimensions (i.e., anxiety and avoidance) on forgiveness of others. Analysis of published and unp…
Lessons from developmental science to mitigate the effects of the Covid-19 restrictions on social development
Since the COVID-19 pandemic and the resulting social restrictions, children’s peer interactions have been altered. Peer interactions help children learn from each other to develop their understanding of conversation, emotion, and group norms. In addition, friendships can reduce intergroup bias and prejudice and increase independence. In this article, we review the ways that peers contribute to children’s cognitive and social development in inform…
Gender Comparisons in Mother-Child Emotion Talk: A Meta-Analysis
Mothers' and Fathers' Questions to Their Child in Mexican-Descent Families: Moderators of Cognitive Demand During Play
This study investigated the cognitive demand in the questions directed to Mexicandescent children by theirmothers andfathers during play with three sets of toys. Nineteen boys and 18 girls were videotaped separately with each parent while playing with a feminine-stereotyped toy set (toy foods and plates) and a masculine-stereotyped toy set (toy track and cars). Both mothers and fathers asked more questions overall during the feminine-stereotyped …
You'd Be Good at That’: Gender Patterns in Parent‐Child Talk about Courses
This study examined the parent‐child dyad as a context in which children's gender‐stereotyped course selections are reinforced. Fifty four children from two age groups ( M s = 10.67 and 12.71 years) and their mothers and fathers selected courses for when children reached secondary school. Afterwards, children and parents discussed their decisions. Parents of sons selected fewer foreign language courses than mathematics, language arts or science c…
Children’s learning about water in a museum and in the classroom
Benevolent and Hostile Sexism in Endorsement of Heterosexist Marriage Traditions Among Adolescents and Adults
Within most western countries, gendered proposal, surname, and wedding traditions remain widely endorsed. A previous study indicated that endorsement of proposal and surname traditions is associated with higher levels of benevolent sexism (BS) in university students in the USA. Three studies (N = 367) extended research to adolescents (dating age) and 30-year-olds (typical first-time marriage age). For the first time, these studies examined gender…
It’s not like in Apartheid’
This study explored declarative knowledge about children’s rights in 67 South African children between 9 and 14 years old, using semi-structured interviews addressing the following questions: What is a right? Who has rights? Do children have rights? What rights do children have? Why should children have rights? Can anyone take away your rights? Who can take away your rights? Data were analysed quantitatively to examine age and gender differences.…
The Role of Educational Background, Activity, and Past Experiences in Mexican-Descent Families’ Science Conversations
Debate exists regarding the extent to which Mexican-descent parent-child conversations are explanatory. Moreover, suggestions have been made that differences in the amount of explanatory conversation may be based on parents’educational background. This article reports on two studies investigating conversations between parents and children in two different contexts. Results of an observational study conducted at a children’s museum reveal that alt…
Mothers' and Fathers' Questions to Their Child in Mexican-Descent Families: Moderators of Cognitive Demand During Play
This study investigated the cognitive demand in the questions directed to Mexicandescent children by theirmothers andfathers during play with three sets of toys. Nineteen boys and 18 girls were videotaped separately with each parent while playing with a feminine-stereotyped toy set (toy foods and plates) and a masculine-stereotyped toy set (toy track and cars). Both mothers and fathers asked more questions overall during the feminine-stereotyped …
Gender effects on Mexican-descent parents' questions and scaffolding during toy play: A sequential analysis
Parental responses following children's answers to parental questions (Parent Question → Child Answer → Parent Response) were examined during play between Mexican-descent children and their parents. Nineteen boys and 18 girls were videotaped playing separately with each of their parents with a toy zoo set. Patterns of parental responses following children's answers to parental questions indicated that mothers provided more scaffolding responses t…
Parents Explain More Often to Boys Than to Girls During Shared Scientific Thinking
Young children's everyday scientific thinking often occurs in the context of parent-child interactions. In a study of naturally occurring family conversation, parents were three times more likely to explain science to boys than to girls while using interactive science exhibits in a museum. This difference in explanation occurred despite the fact that parents were equally likely to talk to their male and female children about how to use the exhibi…
Mentoring Relationships in Graduate School
The Role of Educational Background, Activity, and Past Experiences in Mexican-Descent Families’ Science Conversations
Debate exists regarding the extent to which Mexican-descent parent-child conversations are explanatory. Moreover, suggestions have been made that differences in the amount of explanatory conversation may be based on parents’educational background. This article reports on two studies investigating conversations between parents and children in two different contexts. Results of an observational study conducted at a children’s museum reveal that alt…
Parent-child conversations about science: The socialization of gender inequities
This study investigated the family as a context for the gender typing of science achievement. Adolescents (N = 52) from 2 age levels (mean ages = 11 and 13 years) participated with their mothers and fathers on separate occasions; families were from predominantly middle-income European American backgrounds. Questionnaires measured the parents' and the child's attitudes. Each parent also engaged his or her child in 4 structured teaching activities …
Children’s learning about water in a museum and in the classroom
Sadness, Anger, and Frustration: Gendered Patterns in Early Adolescents’ and Their Parents’ Emotion Talk
Are teachers' expectations different for racial minority than for European American students? A meta-analysis
Four quantitative meta-analyses examined whether teachers' expectations, referrals, positive and neutral speech, and negative speech differed toward ethnic minority students (i.e., African American, Asian American, and Latino/a) as compared with European American students. Teachers were found to hold the highest expectations for Asian American students (d = -.17). In addition, teachers held more positive expectations for European American student…
You'd Be Good at That’: Gender Patterns in Parent‐Child Talk about Courses
This study examined the parent‐child dyad as a context in which children's gender‐stereotyped course selections are reinforced. Fifty four children from two age groups ( M s = 10.67 and 12.71 years) and their mothers and fathers selected courses for when children reached secondary school. Afterwards, children and parents discussed their decisions. Parents of sons selected fewer foreign language courses than mathematics, language arts or science c…
It's a boy because he's painting a picture’: Age differences in children's conventional and unconventional gender schemas
Two studies investigated the development of children's gender knowledge using a procedure designed to tap into children's unconventional gender beliefs. Study 1 revealed a developmental progression with 34 3‐ to 4‐year‐old children providing more unconventional reasons than conventional reasons to explain the gender of a series of drawings. By contrast, 39 5‐ to 6‐year‐old and 42 7‐ to 8‐year‐old children provided more conventional than unconvent…
Supporting parent-child conversations in a history museum
BackgroundMuseums can serve as rich resources for families to learn about the social world through engagement with exhibits and parent-child conversation about exhibits.AimsThis study examined ways of engaging parents and child about two related exhibits at a cultural and history museum. Sample participants consisted of families visiting the Animal Antics and the Gone Potty exhibits at the British Museum.MethodsWhilst visiting two exhibits at the…
Does discovery-based instruction enhance learning?
The purpose of this study was to observe if there were effects on the vocabulary acquisition process of some students, through the implementation of project-based tasks approach by the use of the learning strategy called Guided Discovery. In accordance with the previous purpose, 28 ninth graders of a public school in Bogotá (Colombia) were the participants of this study. Due to its characteristics the current study may be enclosed in the field of…
It’s not like in Apartheid’
This study explored declarative knowledge about children’s rights in 67 South African children between 9 and 14 years old, using semi-structured interviews addressing the following questions: What is a right? Who has rights? Do children have rights? What rights do children have? Why should children have rights? Can anyone take away your rights? Who can take away your rights? Data were analysed quantitatively to examine age and gender differences.…
Does Moral and Social Conventional Reasoning Predict British Young People's Judgments About the Rights of Asylum‐Seeker Youth
Since the nearly universal ratification of the U.N. Convention on the Rights of the Child (U.N. General Assembly, ), children's rights have received increasing empirical attention. While there is an established body of research on how youth view their own rights, few studies have examined their views about the rights of out‐group members. Employing a social‐cognitive domain approach, the current study investigated British young people's (N = 260)…
Does a Woman’s Marital Surname Choice Influence Perceptions of Her Husband? An Analysis Focusing on Gender-Typed Traits and Relationship Power Dynamics
Young People’s Visions and Worries for the Future of Europe: Findings from the Europe 2038 Project
Does Situation Matter in Conceptions of Children’s Nurturance and Self-determination Rights: An Examination of South African Children’s and Mothers’ Perspectives
Recent work regarding children’s rights has advocated for research in non-Western settings and with participants who are ethnic/racial minorities. We addressed these issues through secondary analysis of interviews with 63 mixed-race South African children (9-, 11-, and 13-year olds) and their mothers. Participants’ responses to hypothetical vignettes depicting children’s nurturance and self-determination rights scenarios were coded using social c…
Gender Comparisons in Mother-Child Emotion Talk: A Meta-Analysis
Attachment dimensions and forgiveness of others: A meta-analysis
Forgiveness, as a response to interpersonal transgressions, has multiple societal and individual benefits. Individual differences in attachment have been identified as a predictor not only of forgiveness but of state responses frequently associated with forgiveness. The current meta-analysis is the first systematic analysis of the effect of attachment dimensions (i.e., anxiety and avoidance) on forgiveness of others. Analysis of published and unp…
Lessons from developmental science to mitigate the effects of the Covid-19 restrictions on social development
Since the COVID-19 pandemic and the resulting social restrictions, children’s peer interactions have been altered. Peer interactions help children learn from each other to develop their understanding of conversation, emotion, and group norms. In addition, friendships can reduce intergroup bias and prejudice and increase independence. In this article, we review the ways that peers contribute to children’s cognitive and social development in inform…
Benevolent and Hostile Sexism in Endorsement of Heterosexist Marriage Traditions Among Adolescents and Adults
Within most western countries, gendered proposal, surname, and wedding traditions remain widely endorsed. A previous study indicated that endorsement of proposal and surname traditions is associated with higher levels of benevolent sexism (BS) in university students in the USA. Three studies (N = 367) extended research to adolescents (dating age) and 30-year-olds (typical first-time marriage age). For the first time, these studies examined gender…
The role of valuing cultural diversity in children's endorsements of rights
Support for children's rights is greater among children raised in democratic environments. The present two studies examined children's endorsements and predictors of children's rights. Five democratic competences taken from the Council of Europe's Reference Framework of Competences for Democratic Culture served as predictors. We tested the models in a sample of children raised in five European countries and a sample raised in an African country, …
Psychology (20 works) · Developmental psychology (16 works) · Social Psychology (14 works) · Early Childhood Education and Development (11 works) · Social Psychology (9 works) · Sociology (9 works) · Gender Roles and Identity Studies (5 works) · Pedagogy (5 works) · Child Development and Digital Technology (4 works) · Cognition (4 works)