We Know Better: Shed Image of Racist, Bigoted Community

Following Mayor Jim Gray’s announcement about relocating the Confederate statues at Cheapside, Lexington received the attention of national news organizations, and the attention of several racist, xenophobic and anti-Semitic hate groups

Latina and European American Girls’ Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence

The study investigated Latina and European American adolescent girls’ (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls’ reported experiences hearing sexist comments about girls’ abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism

Children's perceptions of discrimination: antecedents and consequences

textLittle research has examined how and when children perceive themselves to be the targets of discrimination, and what effect the perception of discrimination has on children's development. Therefore, the primary purpose of this dissertation was to examine children’s perceptions of gender discrimination, with a particular focus on (a) the situational, developmental, and individual factors that predict perceptions of discrimination, and (b) the effects of such perceptions on self-esteem, motivation, identity, and perceived control. The secondary purpose of this dissertation was to examine how different debriefing protocols following deception affect children’s attitudes toward participation in research studies. First, the theory of mind abilities and gender attitudes of children ages 5 to 11 were assessed. Next, to assess at what age and under what conditions children perceive discrimination, children were given mild negative feedback in a situational context suggesting that discrimination was either likely or unlikely. Children were then asked to make attributions for negative feedback. In addition, children’s social and performance state self-esteem was assessed, as well as their social and performance perceived control, their motivation to continue with the task, their identification with the domain, and their perceived valuation of the domain. After completion of the measures, the participants were debriefed using one of two possible procedures. In the first procedure, the true nature of the study was explained and discussed. In the second procedure, the negative feedback was simply replaced with positive feedback. Children’s attitudes about participation and their own abilities were then assessed. Results concerning how child characteristics (i.e., age, gender), developmental factors (i.e., theory of mind), and individual factors (i.e., gender attitudes) predict discrimination attributions are discussed. In addition, the effects of discrimination attributions on self-esteem, perceived control, and motivation are discussed, as well as implications for public policy and future research.Psycholog

The Educational, Psychological, and Social Impact of Discrimination on the Immigrant Child

Experiencing discrimination can provoke stress responses similar to post-traumatic stress disorder. Children who experience discrimination from their teachers are more likely to have negative attitudes about school and lower academic motivation and performance, and are at increased risk of dropping out of high school. In fact, experiences of teacher discrimination shape children's attitudes about their academic abilities above and beyond their past academic performance. Even when controlling for their actual performance, children who experience discrimination from teachers feel worse about their academic abilities and are less likely to feel they belong at school, when compared against students who do not experience discrimination.This report focuses on incidents of direct discrimination, as perceived and noticed by the child -- incidents with identifiable educational, psychological, physical, and social repercussions. While discrimination can be difficult to counteract, the report also presents a number of recommendations on how to prevent these negative interactions, through anti-bullying policies, communicating effectively with immigrant families, and carefully evaluating services targeting immigrant children

It's Not Easy Being a Girl in a Man's World: The Daily Experience of Sexual Harassment for Adolescent Girls

Girls experience sexual harassment every day in middle school. This harassment does not just affect a few girls- 90 percent of girls share this experience. More than half of all girls have been called a nasty or demeaning name or teased about their appearance by a male. Slightly fewer girls have been told a mean or embarrassing joke about their gender or sexuality. By high school, the harassment is more frequent and more extreme. By the end of high school, one-quarter of all girls have been teased, threatened, or bullied by a male and one-half have been touched or grabbed against their wishes by a male. These findings from a recent study (Leaper and Brown, 2007) of six hundred ethnically and geographically diverse middle school and high school girls highlight the difficult and complicated world girls learn to navigate as they enter adolescence

Perceived Experiences With Sexism Among Adolescent Girls

This study investigated predictors of adolescent girls' experiences with sexism and feminism. Girls (N = 600; M = 15.1 years, range = 12-18), of varied socioeconomic and ethnic backgrounds, completed surveys of personal experiences with sexual harassment, academic sexism (regarding science, math, and computer technology), and athletics. Most girls reported sexual harassment (90%), academic sexism (52%), and athletic sexism (76%) at least once, with likelihood increasing with age. Socialization influences and individual factors, however, influenced likelihood of all three forms of sexism. Specifically, learning about feminism and gender-conformity pressures were linked to higher perceptions of sexism. Furthermore, girls' social gender identity (i.e., perceived gender typicality and gender-role contentedness) and gender-egalitarian attitudes were related to perceived sexism

Chapter six Sexism in Schools

Sexism is gender-based prejudice or discrimination. As with other forms of prejudice and discrimination, it functions to maintain status and power differences between groups in society. One manifestation of sexism involves prejudice and discrimination against girls and women who seek to achieve in prestigious fields traditionally associated with males. Another manifestation of sexism, however, occurs when pressures are placed on boys and men to conform to traditional conceptions of masculinity. Over the last two decades, an increasing number of developmental and educational psychologists have become concerned about sexism directed toward children and adolescents in school contexts. Our chapter reviews the research on this topic. After providing an overview of different processes related to sexism, we examine how it is manifested in school contexts. Sexism is seen through gender-stereotyped biases against girls and boys in academic and athletic achievement. Also, it occurs through sexual harassment in social interactions. We also address factors related to children's awareness of sexism and coping responses to sexism. Finally, we consider possible ways to reduce sexism and foster effective coping in schools

Sexism in Childhood and Adolescence: Recent Trends and Advances in Research

Abstract: Sexism in many Western, technological‐industrial societies is expressed in more complex ways in the 21st century than it was in the past. Cultural shifts have led to much progress toward gender equality, but narrow definitions of gender expression continue to be reinforced. Developmental research has highlighted the continued impact of sexism on children's and adolescents’ development. In this article, we review recent work on sexism in three areas: gender identity and expression, gender disparities in academic achievement, and sexual harassment and sexualized gender stereotypes. We conclude with suggestions for research

Adolescent Girls’ Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English

Although the gender gap has dramatically narrowed in recent decades, women remain underrepresented in many science, technology, engineering, and mathematics (STEM) fields. This study examined social and personal factors in relation to adolescent girls' motivation in STEM (math/science) versus non-STEM (English) subjects. An ethnically diverse sample of 579 girls ages 13-18 years (M = 15) in the U.S. completed questionnaires measuring their academic achievement, ability beliefs, values, and experiences. Social and personal factors were hypothesized to predict motivation (expectancy-value) differently in math/science (M/S) and English. Social factors included perceived M/S and English support from parents and peers. Personal factors included facets of gender identity (felt conformity pressure, gender typicality, gender-role contentedness), gender-related attitudes, and exposure to feminism. In addition, grades, age, parents' education, and ethnicity were controlled. Girls' M/S motivation was positively associated with mother M/S support, peer M/S support, gender-egalitarian beliefs, and exposure to feminism; it was negatively related to peer English support. Girls' English motivation was positively associated with peer English support as well as felt pressure from parents; it was negatively related to peer M/S support and felt peer pressure. The findings suggest that social and personal factors may influence girls' motivation in domain-specific ways