Professional Documents
Culture Documents
EPSY 5403
Annotated Bibliography
Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997) Caring school communities.
http://dx.doi.org/10.1207/s15326985ep3203_1.
What makes it caring? How does a caring community affect students, teachers, and
schools? The researchers defined a community (for this context) as being of the
individual and of the group, and that in a community students need to feel like they
belong, have autonomy, and feel competent in order to be engaged at school. The
researchers assume that when these needs are met, the students are bonded and
committed to the school and therefore share in the values and goals of the school. The
community through surveys and direct observation. Researchers found that the program
After this study, the researchers extended their program to reach schools, not just
classrooms, and varied the types of schools that their program reached. They also
considered the teachers sense of community, as well as the students. After getting initial
results from the schools, researchers found that they needed to control for poverty level,
but with it accounted for, the program yielded positive results for all types of classrooms.
School-wide, the researchers found better results in elementary and middle schools than
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in high schools. The inference made about the results is that students feel a better sense of
community when they have fewer teachers throughout the day and the school has a
smaller population. Except for high schools, researchers found that teachers at bigger
schools (up to 1,000 students) reported a better sense of community than teachers at
smaller schools (less than 300 students) or really big schools (more than 1,000 students).
The inference made here is that schools with many teachers of the same grade level are
better able to co-teach and support each other than teachers of varying grade levels or in
schools that are very big. Overall, this study supports the idea that classroom community
outcomes.
http://search.proquest.com.argo.library.okstate.edu/docview/231500904?pq-
origsite=summon.
The researchers of this study explored the ways that parental beliefs of gender
biases in math and English contributed to the number of times parents intruded on their
childrens homework, and if these intrusions affected the students. The researchers
suspected that parents that held the belief that girls do better in English and boys do better
in math would be more likely to give unwanted help to their girls in math and unwanted
help to their boys in English. Through a cross-sectional study, the researchers found
parents gave boys more intrusive homework help than girls, but girls were more sensitive
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to it. Gender biases did not seem to affect the parents of boys or the boys in regards to
English or math. However, there were significant relationships regarding parental bias,
intrusive homework help, and girls self-confidence in math. The researchers also noted
Chaplin, L., Bastos, W., Lowrey, T. (2010) Beyond brands: Happy adolescents see the
good in people. The Journal of Positive Psychology. 5:5, 342-354. Retrieved from
http://dx.doi.org/10.1080/17439760.2010.507471.
happiness. In this study, the researchers examined the relationship between happiness and
numerous high school adolescents from different areas were asked to make collages
representing cool kids and less popular kids. The results showed that happiness was
related to fewer stereotypes and less emphasis on material possessions. While participants
that reported lower levels of happiness focused on possessions, brand names, and saw
things in black and white, happier participants were more flexible and optimistic in
on the development of caring in children and youth: the role of the family.
7185710378.
This study was done to better understand how families promote the development
of caring dispositions in children and the implications caring can have on a childs life.
The researchers used various literatures to draw their conclusions about how children are
taught to be caring individuals. The article explains how parents can encourage their
children to be caring through the major stages of childhood. We also learn the advantages
that come from being a caring individual, such as having a more positive outlook on life
and a bigger commitment to solving societal problems. The article also explores the
Diemer, M., Kauffman, A., Koenig, N., Trahan, E., & Hsieh, C., (2006) Challenging
racism, sexism, and social injustice: Support for urban adolescents critical
http://dx.doi.org.argo.library.okstate.edu/10.1037/1099-9809.12.3.444.
In this study, researchers examined the effects of support for challenging social
injustices and critical consciousness development in adolescents. They found that support
for challenging racism, sexism, and social injustice from teachers and parents of
adolescents is associated with reflective critical consciousness, but is not associated with
action. The also found that adolescents received the most support for challenging racism.
They had some support for challenging social injustice, and only some support for
challenging sexism (there was more support for girls challenging sexism than boys). The
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research supports several psychoeducational interventions to facilitate critical
programs should identify and target factors that assist in facilitating action.
http://search.proquest.com.argo.library.okstate.edu/docview/214193002?pq-
origsite=summon.
Heydenberk and Heydenberk (2007) combined the results of many studies related
to conflict resolution strategies and what they mean for schools. The authors are trying to
answer the question, How does conflict resolution education impact important
educational outcomes? The results of the studies that the authors mention support the
idea that conflict resolution strategies that employ socio-emotional learning strategies
active listening (p18) positively impact the classroom environment and lead to better
academic achievement. They found that conflict resolution abled students to resist
prejudice, peer pressure, and poor social choices because students learned to think
critically, express their thoughts and emotions, and feel safe to do things differently than
students collaborated more and felt empowered. With that, studies found that cooperation
Hill, P., Burrow, A., ODell, A., Thornton, M. (2010) Classifying adolescents
ideas of life purpose, and do the adolescents communicate purpose in life similarly to
how researchers and practitioners communicate it. The researchers used questionnaires to
collect information from 9th though 12th grade students in a few different high schools.
They found that the students responses fit into the categories related to purpose in life
that adults and psychologists would use. They found that many students used more than
one category, implying that the adolescents thoughts on purpose were more complicated
and deeper than originally assumed. The researchers also found that purpose in life was
regarded as a positive thing to students, and that it became more important to students as
age increased.
Kellner, M., Bry, B., Salvador, D. (2008) Anger management effects on middle school
prosocial behavior. Child and Family Behavior Therapy 30:3, 215-230. Retrieved
from: http://dx.doi.org/10.1080/07317100802275520.
The researchers examined the effects on middle school students with emotional
and behavioral disorders from keeping an anger log and learning prosocial behaviors. The
researchers believed that using an intervention program would help adolescents learn to
change the way they express anger. They believed the students would learn to trade
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aggression for more prosocial behaviors. Through this study the researchers found
evidence that an intervention program decreased negative verbal and nonverbal behavior
toward teachers for the duration of the program when compared to students that did not
use the program. However, these findings did not always hold-up after the program
ended. More promisingly, the researchers found evidence that an intervention program
decreased aggression toward peers as compared to students that did not use the program.
The more positive interactions with peers continued even after the program ended.
Leaper, C., Brown, C. (2008) Perceived experiences with sexism among adolescent girls.
http://www.jstor.org/stable/27563511.
Leaper and Brown (2008) examined the social and individual influences on girls
personal experiences with different forms of sexism. The researchers studied how much
girls reported experiencing sexual harassment, academic sexism, and athletic sexism
during adolescence. They were also interested in knowing what social and individual
factors affected awareness of sexism. These factors included SES, ethnicity, achievement,
age, pressures from peers and parents, exposure to feminism in media or in person, and
gender-egalitarian attitudes. The researchers found that 90% of girls experienced sexual
harassment at least once, and that frequent sexual harassment can have negative effects
on self-esteem, body image, adjustment, and beliefs about others. The also found that
gender biases in science, math, and computers affected their motivation to continue in
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these areas. Lastly, the study found that many parents and peers continue to view sports
Neal, J. (2009) Network ties and mean lies: A relational approach to relational aggression.
http://search.ebscohost.com.argo.library.okstate.edu/login.aspx?
direct=true&db=aph&AN=42997074&site=ehost-live.
Neal (2009) extends existing research related to relational aggression to find the
relationships between peer social networks and relational aggression. Relation aggression
refers to non-physical aggression such as exclusion and rumor spreading. She wanted to
and/or the number of connections across friend groups (density). Neal used student
students. She found that the relationships differed slightly between reports from students
and reports from teachers. Overall, she found that students with the most densely
prominent positions within their social networks were the most relationally aggressive.
in schools.
http://dx.doi.org.argo.library.okstate.edu/10.1037/0022-0663.88.3.408.
In Roeser, Midgley, and Urdans study (1996) the researchers wanted to know if
self-adopted goals gave students a better feeling of teacher support than competitive
from the same school district, mostly white and working class, near a major metropolitan
area. The researchers took data related to sixth grade students feelings toward school,
implementing personal task goals for the students, the researchers took the same data on
the same students during their eighth grade year. They found that students who perceived
their school as emphasizing understanding, effort, and personal development felt that
their teachers cared, trusted, and respected the students more than schools that focused on
relative ability and competition. The research supports the idea that self-adopted
achievement goals helped student motivation and sense of belonging at school. The
researchers infer that students who perceive an emphasis on competition and relative
ability were more likely to feel self-conscious in academic situations, which led to poorer
http://chd.sagepub.com.argo.library.okstate.edu/content/13/2/225.
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These researchers interviewed Dutch school children to better understand how
childhood friendships evolve due to instances of betrayal. The researchers were also
interested in how childrens morality is developed through their evolving friendships. The
related to betrayal between friends. They also allowed children to tell their own personal
narratives related to friendship betrayal. The researchers found that children fit into four
unaffected, and help seeking. The researchers did not find significant gender differences,
but they noted that girls had more experience with romantic secrets being revealed by
friends than boys did. They also found that older children were able to tell what they
http://search.proquest.com.argo.library.okstate.edu/docview/235233320?pq-
origsite=summon.
violence, sex, alcohol, and drugs. The researchers found themes and commonalities
throughout their study to help us understand what factors help adolescents become
resilient to peer pressures. A major focus of the researchers was to find positives (what
we should be doing) rather than negatives. They found that parental support and social
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programs both helped adolescent resiliency. The researchers warn that population
differences should always be accounted for when implementing programs, but schools
would do well to create programs and/or classes that teach and promote resiliency (self-
Van De Wetering, E., Van Exel, N., Brouwer, W. (2010) Piecing the jigsaw puzzle of
from
http://www.sciencedirect.com.argo.library.okstate.edu/science/article/pii/S016748
7010000917.
be categorized into home, school, and leisure. Studying factors that contribute to
happiness in the three areas proves tricky because the necessities for happiness in the
three areas were all different. They also wanted to know if happiness in one area affected
happiness in other areas. Overall they concluded that happiness in the three areas can
vary greatly, but there can be some cross over. From this study there is evidence to
support the idea that happiness is not dictated by gender, although a few differences may
exist. There was also support for the idea that adolescents do not need large groups of
from
http://www.tandfonline.com.argo.library.okstate.edu/doi/abs/10.1080/0950078050
8668677.
With the idea that the characters in literature give young children ideas of how gender is
expressed in the real world and gives them gender identities to aspire to, Wharton studied
the levels of sexism present in the literature. In studying the texts, she looked for which
gender dominated in speaking roles and in performing actions. She also looked for which
gender contributed more to story development and how the characters were positioned in
relation to each other. She found that overall, males were more dominant, however the
male roles were sometimes portrayed negatively. Females were not as present as males,
but were portrayed as active and capable. Wharton stated that the masculinities and
femininities resembled the gender constructs in other social discourses, giving those
constructs more power. She concludes that the way gender is portrayed in literature is not