An Examination of Factors That Contribute to the Development of Perspective Taking

Bilingualism Enhances Reported Perspective Taking in Men, but Not in Women

“…This account is supported by the finding that children from large families who regularly encounter individuals who differ from one another in their behavior and their beliefs show a higher level of PT (Selcuk et al, 2018). It is also congruent with the finding that multiracial students show no significant growth in PT over the years spent in college in contrast to single-race students (Hemer et al, 2019).…”

“…On a societal level, individuals with better PT skills more easily suppress automatic expressions of racial bias, contributing to a reduced intergroup bias (Todd et al, 2011). Similarly, PT is a personality trait that reflects one's attitudes and possibly openness toward diversity (Hemer et al, 2019). It has therefore been argued that developing PT in citizens is crucial for cultivating a civic identity (Johnson, 2015) and building a diverse democratic society (Reason, 2011).…”

“…Both genders increased in PT, but girls scored increasingly higher than boys over time. Similarly, Hemer et al (2019) measured PT with the Personal and Social Responsibility Inventory in a sample of well over 10,000 American college students. They reported that, with each year of higher education, female PT scores increased more strongly than male scores.…”

Civic Learning for Dissent: Developing Students' Activist Orientation

“…Johnson (2017) noted that relative to student characteristics and experiences, the role of environment is less prominent in the scholarship on civic development, yet students' contexts are key forces in shaping civic outcomes (Hemer, Perez, & Harris, 2019;Barnhardt et al, 2015;Johnson, 2017). Campus climate is a useful lens for conceptualizing campus context and environment.…”

Black girls and the discipline gap: Exploring the early stages of the school-to-prison pipeline

“…Although the decision to restrict the sample to these racial groups was consistent with previous literature, the small sample sizes of Asian, American Indian, Pacific Islander, and multiracial female students provided a limitation. Including these groups may have implied that there was "no effect" as an artifact of limited statistical power rather than there being a lack of effect (Cohen et al 2003;Hemer, Perez, and Harris 2019). The disciplinary experiences of all female students of color are important and should be explored in future research.…”