Research on pubertal development among Black boys is limited. Addressing this gap, we examined associations between three pubertal domains (e.g., voice change, hair growth, and perceived relative timing), depressive symptoms, self-esteem, and self-efficacy, among a nationally representative sample of 395 African American and 164 Caribbean Black boys (M age = 15 years). Moderation by ethnic-racial identity (e.g., racial centrality, racial regard) was also explored. Results indicated that for both ethnic subgroups early voice change increased self-esteem; whereas early voice change increased depressive symptoms among boys who felt society views Blacks more negatively. Buffering effects of ethnic-racial identity also varied significantly between the two groups. Findings suggest that the meaning Black boys ascribe to their ethnic-racial group may explain puberty-linked outcomes.

Objectives: In studies measuring pubertal timing multiple ways, perceived timing relative to peers is more strongly associated with adverse outcomes in girls. However, girls’ comparison targets (those to whom they compare) and the contexts in which comparison occurs is unclear. This study examined perceived relative pubertal timing to identify the comparison target (ethnicity-race) and the contexts (schools, neighborhoods) of these comparisons. Method: We assessed perceived relative pubertal timing in a diverse sample of 511 late-adolescent girls aged 17–19 years (49% White) recruited from a range of U.S. universities. Results: Girls more often made in-group comparisons. Latina, Asians, and Middle Easterners were more likely to use White comparisons than Blacks. Latinas also more often used Black comparisons, and Latina and Whites more often used Asian comparisons. Early developers (collapsed across ethnicity-race) more often used Latina and Black comparisons. There were no significant differences based on ethnicity-race or pubertal timing groups on the context of comparisons. Conclusions: The study findings support the similarity hypothesis tenet of social comparison theory, such that most girls compare their development with other girls within their own ethnic-racial group, and limited out-group comparisons occur. Moreover, comparison contexts often take place in classrooms/schools. Given research is scant regarding the mechanisms that link puberty and negative outcomes, this study offers new insights into potential social mechanisms for future research to explore. Greater attention might be placed on ethnic-racial identity exploration and critical media literacy to help pubertal girls explore the role of media in their identity development and body ideal.

Gender identity has been identified as a risk factor for disordered eating behaviors (DEB) in adolescents. However, extant studies have been slow to consider the combined influence of multiple social identities. This study examined whether social identities (gender and race) interact with perceived pubertal timing relative to peers, to predict DEB in Black adolescents and whether these relations were moderated by biological sex. Data are drawn from Black adolescents (N = 328; 42% male) who participated in Waves 3 to 5 (eighth grade, 11th grade, and 1-year post high school) of the Maryland Adolescent Development in Context Study. Results demonstrated that highly androgynous eighth-grade boys who engaged in less racial exploration reported low DEB in the 11th grade; however, post high school, high racial exploration mitigated the effects of androgyny on DEB. Moreover, boys engaged in less DEB post high school if they felt less feminine and engaged in more racial exploration in eighth grade; similar findings emerged for boys who were highly masculine and late developers. For girls, feeling more masculine and engaging in less racial exploration in eighth grade predicted low DEB in the 11th grade; however, girls who felt less feminine and engaged in less racial exploration reported low DEB in the 11th grade. Findings offer new insights into the independent and synergistic linkages between gender identity, racial identity, and perceived puberty in their relation to DEB among Black adolescent boys and girls.

Analyze popular girls’ puberty books to understand what messages they portray about weight spurt and body image. A critical ethnography was conducted of 13 best-selling books about girls’ puberty. This analysis specifically focused on messages about weight gain/spurt and body image presented in the books and whether these were aligned with larger cultural understandings of weight gain and body image. A data-driven thematic analysis was conducted on the portions of each book relevant to weight gain and body image. The cultural fat-phobic scripts were prevalent in the books, contrasting the well-intended developmental messages. Discussions of weight tended to be negatively framed and weight gain expectations were distressingly vague. The books discussed the necessity of and biological rationale for those changes while normalizing variation in timing. The books also focused on developing a positive body image during this time. Understanding this allows us to see the pervasive, conflicting messages about weight-spurts that girls are receiving from these resources, which can be used to tailor book choice and outreach programs.