Differing gender diverse children have differing experiences with same- and other-gender peers.

How gender diversity is exhibited varies: some individuals feel similar to the other gender; others experience little similarity to either gender, and some feel similar to both genders. For children, do these variations relate to differing relationships with peers? The goal was to assess whether a community sample of children (884, M = 9.04, SD = .

Memory biases for gender-typed images in a gender-diverse group of children.

Self-socialization accounts of gender development suggest that children attend more to people of their own gender, activities associated with their own gender and stereotype-consistent examples in their environment. Evidence comes from research showing children's memory biases for such stimuli. This study sought to replicate these memory biases in 367 6- to 11-year-old transgender, cisgender and nonbinary children.

Patterns of Gender Development Across Intersections of Age, Gender, and Ethnicity-Race.

Two components of gender identity are gender similarity, how one's self-concept relates to the major gender collectives (i.e., female, male), and felt pressure to conform to gender norms.

Being helpful to other-gender peers: School-age children's gender-based intergroup prosocial behaviour.

Promoting prosocial behaviour towards those who are dissimilar from oneself is an urgent contemporary issue. Because children spend much time in same-gender relationships, promoting other-gender prosociality could help them develop more inclusive relationships. Our goals were to better understand the development of school-age children's intergroup prosocial behavior and the extent to which elementary school-age children consider their own and the recipient's gender in prosocial behaviour.

Power in Aggressor-Victim Relationships: Exploring Social, Physical, Gender- and Ethnicity-Based Power.

Theory highlights power in aggressor-victim relationships, yet empirical work assessing dyadic power is largely absent. Variability in power balance versus imbalance within aggressor-victim dyads (based on social, physical, gender- and ethnicity-based power) was explored. Participants (N = 952; grade 6-8; 50% girls, 44% Hispanic/Latina/o) nominated aggressors and victims (4662 aggressor-victim dyads; 642 strong dyads [based on reputational strength]; 169 sustained dyads [based on longevity]).

A double-edged sword: Children's intergroup gender attitudes have social consequences for the beholder.

We examined the development of children's positive and negative attitudes toward other-gender peers over 1 year, and explored the longitudinal social consequences of holding positive or negative attitudes on the beholder of these attitudes. Participants were 206 second graders (Mage = 7.18 yrs, SD = .

Enjoying Each Other's Company: Gaining Other-Gender Friendships Promotes Positive Gender Attitudes Among Ethnically Diverse Children.

Gender segregation is ubiquitous and may lead to increased bias against other-gender peers. In this study, we examined whether individual differences in friendships with other-gender children reduce gender bias, and whether these patterns vary by gender or ethnicity. Using a 1-year longitudinal design ( 408 second graders [ = 7.

Quantifying gender norm resistance.

Introduction: Qualitative and mixed-methods researchers have described the experience of gender norm resistance in adolescence and identified potential types of resistance including indirect resistance (motivated by a preference for gender-atypicality) and direct resistance (motivated by dislike of gender norms and a desire to change them). Building on this work, we developed the Gender Norm Resistance measure to operationalize indirect and direct gender norm resistance. We explored how gender norm resistance aligns with and differs from other gender self-concepts (e.

Does gender-bending help or hinder friending? The roles of gender and gender similarity in friendship dissolution.

We explored how gender and gender similarity affects friendship dissolution following the transition to middle school. We predicted that both gender and gender similarity (measured by perceived similarity to own-gender and other-gender peers) explain dissolution trends and that less own-gender similarity or more other-gender similarity predicts more friendship dissolution. We considered gender and gender similarity at both the individual and dyad level (reflecting the discrepancy between friends).

Similarity in transgender and cisgender children's gender development.

Gender is one of the central categories organizing children's social world. Clear patterns of gender development have been well-documented among cisgender children (i.e.

Early Adolescent Gender Development: The Differential Effects of Felt Pressure from Parents, Peers, and the Self.

Most empirical research examining youth's gender development measures felt pressure to conform to gender norms using a composite value of felt pressure from multiple sources; however, because of the different socialization processes at work from parents, peers, and the self, analyzing these sources separately may elucidate different effects on gender development. Thus, the purpose of this study was to (a) differentiate the effects of perceived gender socialization pressure from parents, peers, and the self on early adolescents' own- and other-gender typicality, and (b) to examine whether a bi-directional relation between gender typicality and felt pressure is evident when distinguished across sources. With a sample of 212 early adolescents (54% girls; M = 11.

Dyadic Peer Interactions: the Impact of Aggression on Impression Formation with New Peers.

Little is known about youth's initial interactions with previously unfamiliar peers and how aggression can affect behavior in these interactions. We observed previously unfamiliar youth engaging in a dyadic activity to determine how tendencies toward aggression related to behavior within the activity (i.e.

Gender integration in coeducational classrooms: Advancing educational research and practice.

Despite the fact that most boys and girls are in classrooms together, there is considerable variation in the degree to which their classrooms reflect gender integration (GI). In some classrooms, boys' and girls' relationships with each other are generally positive and harmonious. However, in other classes, students tend to only work with classmates of the same gender (i.

Kindergarten School Engagement: Linking Early Temperament and Academic Achievement at the Transition to School.

Research Findings: Although children's temperament contributes to their academic success, little is known regarding the mechanisms through which temperament is associated withacademic achievement during the transition to elementary school. One such mechanism may be school engagement, but findings are inconsistent and limited. Across two waves of data at the transition to school, we examined the role of kindergarten emotional and behavioral engagement as links between preschool temperament ( and), and kindergartenacademic achievement, among a predominantlyMexican/Mexican-Americansample of 241children drawn from Head Start classrooms.

Trajectories of Italian Children's Peer Rejection: Associations with Aggression, Prosocial Behavior, Physical Attractiveness, and Adolescent Adjustment.

In the present study, the predictors and outcomes associated with the trajectories of peer rejection were examined in a longitudinal sample of Italian children (338 boys, 269 girls) ages 10 to 14 years. Follow-up assessments included 60% of the original sample at age 16-17. Low, medium, and high rejection trajectory groups were identified using growth mixture models.

The Influence of Peers During Adolescence: Does Homophobic Name Calling by Peers Change Gender Identity?

Adolescents actively evaluate their identities during adolescence, and one of the most salient and central identities for youth concerns their gender identity. Experiences with peers may inform gender identity. Unfortunately, many youth experience homophobic name calling, a form of peer victimization, and it is unknown whether youth internalize these peer messages and how these messages might influence gender identity.

The efficacy of a relationship building intervention in 5th grade.

The present study reports initial efficacy data for a new school-based intervention - the Relationship Building Intervention (RBI) - that includes a series of teacher-facilitated, structured activities designed to promote positive peer relationships and inclusive classroom communities. The RBI was evaluated in fifth-grade classrooms by estimating multilevel model (MLM) analyses of covariance (ANCOVA) comparing 368 fifth-grade students in intervention classrooms with 259 fifth-graders in control classrooms on social behaviors, perceptions of classroom connectedness, and academic performance. Controlling for pretest scores, cohort, and demographic variables, findings revealed that students who participated in the RBI liked school more, felt a greater sense of classroom identification and inclusion, were perceived by teachers to be less aggressive, and performed better academically than students who were in control classrooms.

Assessing the Impact of Homophobic Name Calling on Early Adolescent Mental Health: A Longitudinal Social Network Analysis of Competing Peer Influence Effects.

The goal of the current study was to improve our understanding of why adolescence is a critical period for the consideration of declining mental health. We did this by focusing on the impact of homophobic name calling on early adolescent mental health after the transition to middle school. Because we know that homophobic name calling emerges within a dynamic peer group structure, we used longitudinal social network analysis to assess the relation between homophobic name calling, depressive symptoms, and self-esteem while simultaneously limiting bias from alternative peer socialization mechanisms.

Peer influence on gender identity development in adolescence.

During adolescence, gender identity (GI) develops through a dialectic process of personal reflection and with input from the social environment. Peers play an important role in the socialization of gendered behavior, but no studies to-date have assessed peer influences on GI. Thus, the goal of the present study was to examine peer influences on four aspects of adolescents' GI in racially and ethnically diverse 7th- and 8th-grade students (N = 670; 49.

Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects.

Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 % girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual.

Traditional Masculinity During the Middle School Transition: Associations with Depressive Symptoms and Academic Engagement.

Culturally prescribed social scripts for traditional masculinity that emphasize social dominance are frequently linked to diminished well-being for men across a variety of psychological domains. However, few studies have examined the role of traditional masculinity scripts in the lives of early adolescent boys and girls, despite their relevance during this period and their potential developmental implications. To address this need, we examined the development of early adolescents' conformity to traditional masculinity across the middle school transition, as well as its links with depressive symptoms and academic engagement.

A Dual Identity Approach for Conceptualizing and Measuring Children's Gender Identity.

The goal was to test a new dual identity perspective on gender identity by asking children (n = 467) in three grades (M  = 5.7, 7.6, 9.

Targeted Victimization: Exploring Linear and Curvilinear Associations Between Social Network Prestige and Victimization.

Are early adolescent victims of peer-directed aggression youth who hold prominent positions in the social hierarchy or those who are socially marginalized? The present study tackles this question by testing for linear and curvilinear relationships between social network prestige and physical and relational forms of peer victimization for boys and girls. Participants were 952 middle schoolers (age range = 10-14 years; 49.9 % girls; 44 % Latino).

On the Association Between Self-Reported Own- and Other-Gender Similarity and the Use of Physical and Relational Aggression in Sixth Grade Children.

The goal was to assess the association between felt similarity to each gender (an aspect of gender identity) and girls' and boys' differential use of relational versus physical aggression. We extend past research on gender differences in the use of aggression by expanding the gender dichotomy and allowing for more variations in an individual's gender identity. Students (N = 414, 47 % female, 6th grade) reported how similar they felt to both their own- and other-gender peers, from which cluster analyses derived four typologies of perceived gender similarity (those who feel similar to their own-gender group; those who feel similar to the other-gender group; those who feel similar to both gender groups; those who feel similar to neither gender group).

Peer effects on Head Start children's preschool competency.

The goals of this study were to investigate whether young children attending Head Start (N = 292; Mage = 4.3 years) selected peers based on their preschool competency and whether children's levels of preschool competency were influenced by their peers' levels of preschool competency. Children's peer interaction partners were intensively observed several times a week over 1 academic year.