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; 49.5% boys, M age = 12.64) using a longitudinal social network modeling approach. We hypothesized stronger peer influence effects on between-gender dimensions of GI (intergroup bias and felt pressure for gender conformity) than on within-gender dimensions of GI (typicality and contentedness). Consistent with expectations, we found significant peer influence on between-gender components of GI-intergroup bias among 7th and 8th graders as well as felt pressure for gender conformity among 8th graders. In contrast, within-gender components of GI showed no evidence of peer influence. Importantly, these peer socialization effects were evident even when controlling for tendencies to select friends who were similar on gender, gender typicality, and contentedness (8th graders only). Employing longitudinal social network analyses provides insights into and clarity about the roles of peers in gender development. (PsycINFO Database Record

No abstract

Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS–Elementary (BEST in CLASS-E), a Tier 2 intervention delivered by teachers, on student problem behavior, academic achievement, teacher–student relationships, and classroom quality using a randomized controlled trial design. Participants were 45 kindergarten to grade 3 students identified at risk of development of EBDs and their 26 teachers from three elementary schools located in an urban school district. BEST in CLASS-E was found to decrease teacher-reported student problem behavior and increase teacher–student closeness; no effects were noted for academic achievement or overall classroom quality. Results suggest the promise of BEST in CLASS-E as a Tier 2 intervention delivered by teachers in elementary classrooms. Implications and limitations of the study are discussed.

No abstract

No abstract