Early Adolescents’ Responses to Witnessing Gender-Based Harassment Differ by their Perceived School Belonging and Gender Typicality

Tam, Michelle; Brown, Christia Spears

doi:10.1007/s11199-020-01126-0

Cited by 8 publications

(2 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Gender differences in self-perceived gender typicality were well-documented in literature both in childhood (Doescher & Sugawara, 1990 ; Egan & Perry, 2001 ; Jewell & Brown, 2014 ; Menon, 2011 ; Menon & Hannah-Fisher, 2019 ; Nielson et al, 2020 ; Smith & Leaper, 2006 ; Tam & Brown, 2020 ; Zosuls et al, 2016 ) and in young adulthood (Andrews et al, 2019 ; DiDonato & Berenbaum, 2013 ; Endendijk et al, 2019 ; Lefkowitz & Zeldow, 2006 ) reporting that females showed more flexible attitudes concerning other-gender similarity compared to males (Andrews et al, 2019 ; DiDonato et al, 2012 ; Endendijk et al, 2019 ; Martin et al, 2012 , 2017a , b ; Zosuls et al, 2016 ). Furthermore, studies have investigated the relationship between gender typicality, well-being, academic achievement, and psychosocial adjustment, taking into account gender differences (Carver et al, 2003 ; DiDonato & Berenbaum, 2013 ; Egan & Perry, 2001 ; Jewell & Brown, 2014 ; Lee & Troop-Gordon, 2011 ; Mehta et al, 2017 ; Menon & Hannah-Fisher, 2019 ; Nielson et al, 2020 ; Ueno & McWilliams, 2010 ; Yavorsky & Buchmann, 2019 ).…”

Section: Gender Similarity: Gender and Sexual Orientation Make A Differencementioning

confidence: 82%

Perceived Similarity to Gender Groups Scale: Validation in a Sample of Italian LGB + and Heterosexual Young Adults

et al. 2021

View full text Add to dashboard Cite

Introduction The present article describes two interrelated studies that examine gender typicality in young adulthood using a new dual-identity approach. Methods Participants were recruited online from March 2020 to February 2021 and reported their perceived similarity to own- and other-gender peers as a way to assess their gender typicality. In study 1, the authors conducted an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) to test and validate the Perceived Similarity to Gender Groups Scale in a sample of Italian young adults (n = 571; Mage = 23.9; SD = 3.60). The authors documented the configural, metric, scalar measurement invariance, and validity. In study 2, the Perceived Similarity to Gender Groups Scale adopted in study 1 was used to assess the distribution of different typologies of gender typicality in another sample of Italian young adults who vary in gender and sexual orientation (n = 1126; Mage = 24.3; SD = 3.51). Results Results confirmed the structural validity of the Perceived Similarity to Gender Groups Scale, revealing the two-factor structure of the scale. Moreover, results of cluster analysis found different typologies of self-perceptions of gender typicality. Conclusion Both studies emphasize the relevance of studying gender typicality in young adulthood through a dual-identity approach, highlighting the relevance of gender and sexual orientations. Policy Implications The use of the dual-identity approach has significant social and clinical implications as it represents a more flexible and representative model of the complexity of gender typicality.

show abstract

Section: Gender Similarity: Gender and Sexual Orientation Make A Differencementioning

confidence: 82%

Perceived Similarity to Gender Groups Scale: Validation in a Sample of Italian LGB + and Heterosexual Young Adults

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Unfortunately, a critical obstacle to the advancement of research into peer sexual harassment in late childhood is that there are no existing measures of peer sexual harassment designed for children aged 10−12 years. While there are measurements for children assessing gender harassment, including verbal teasing, physical bullying, and rejection from the peer group based on not conforming to gender stereotypes (Tam & Brown, 2020), these do not capture the full construct of peer sexual harassment. The most widely used measure of sexual harassment among young people in the literature today, the American Association of University Women (AAUW) survey (Bryant, 1993; AAUW, 2001; Hill & Kearl, 2011), was developed for adolescents in grades 7 and up and covers the roles of sexual harassment victim, perpetrator, and witness in a school context.…”

Section: Introductionmentioning

confidence: 99%

PSH‐C: A measure of peer sexual harassment among children

Valik

Gattario

Lunde

et al. 2022

Journal of Social Issues

View full text Add to dashboard Cite

Peer sexual harassment among adolescents is a widespread problem worldwide, associated with several adverse outcomes. Although retrospective reports indicate that people's first experience of peer sexual harassment occurs before puberty, research in younger ages is still scarce and measures of peer sexual harassment developed for children are lacking. This study explores the possibility of measuring peer sexual harassment in late childhood by evaluating a new scale of developmentally informed items, the Peer Sexual Harassment Scale—Child (PSH‐C), designed to capture peer sexual harassment (i.e., victimization, perpetration, and witnessing) in late childhood (ages 10–12 years) in the school context. Self‐report surveys were distributed to 1007 fourth‐grade students in Sweden (M age = 10.0 years, SD = .3, n = 516 girls). The PSH‐C showed good psychometric properties, supporting the scale's ability to capture peer sexual harassment in late childhood. Exploratory structural equation analyses suggested a two‐factor structure which was confirmed by confirmatory factor analyses: 1) direct verbal sexual aggression, and 2) direct physical sexual harassment, verbal comments and jokes, and visual sexual harassment. The division of the structure contradicts previous studies of adolescents, possibly indicating a difference in the peer sexual harassment construct in relation to development and age.

show abstract