Suchergebnisse

Abstract This research aimed to clarify the correlates of gang awareness in inner city
youth as a function of age, gender and peer group affiliation. It is proposed that
the influence and hegemony of street gangs is a distinguishing feature of inner city
neighborhoods, and that this influence is mediated by development. Participants (N
= 489) were African American boys and girls from the 1st, 4th, and 7th grades
in four inner city public schools. Students' knowledge of gangs in the local
community was determined. Social networks for 4th and 7th grade students were identified.
Girls' and boys' familiarity with local gangs increased with age and
differed by peer group affiliation. The relationship of gang familiarity to teacher
and self‐ratings of aggression, popularity, and academic competence changed with
age. These findings support the proposition that neighborhoods have nontrivial effects
on social development, and these effects are likely to interact with developmental
status and social affiliations.

Describes experiences gained as a researcher in the Carolina Longitudinal Study, a multimethod, annual assessment of aggression among two cohorts of 695 NC youth initially sampled in grades 4 & 7 & its relation to later problems in living. Theoretical & methodological shortcomings identified in earlier longitudinal studies are described, along with attempts to ameliorate these in the Carolina study; persistent types of "madness" that plague longitudinal research are identified. Stages & strategies in the research design, pilot testing, sample selection, & study initiation in 8 public elementary & middle schools in rural & suburban areas are recounted. Lessons learned about developmental research in general are summarized, along with some specific insights regarding & the dynamic & changing course of individual life trajectories as a function of larger social influences; implications for attempting to predict across generations are considered. 2 Appendixes, 22 References. K. Hyatt Stewart

In a longitudinal investigation of the antecedents and pathways of teen parenthood, 475 participants (248 females and 227 males) were followed from Grade 7 through early adulthood. In the first year of the investigation, homogeneous subgroups were identified by clustering participants on five characteristics (i.e., aggression, popularity, academic competence, age, and socioeconomic status). At the same time, peer social networks were identified by the Social Cognitive Map procedure. For each participant, the configuration of peer characteristics was also identified. A high correspondence was found between the individual characteristics and the characteristics of closely affiliated peers. Both teen fatherhood and teen motherhood were predicted by individual configurations and peer configurations (e.g., a combination of high aggression, low academic competence, low popularity, and low family SES). Peer characteristics, race, and family socioeconomic status assumed unique roles in predicting teen motherhood. Growth curve analyses showed that teen‐mothers differed from non‐mothers in their starting points and developmental trajectories. This study demonstrated that a simultaneous examination of both the individual and his/her peer context yielded important information on teen parenthood.

Abstract Using conflict narratives reported by adolescents in grade 7 (mean age =
13.4 years), this study investigated the interactional properties and developmental
functions of four types of aggressive behaviors: social aggression, direct relational
aggression, physical aggression, and verbal aggression. A total of 475 participants
from the Carolina Longitudinal Study (Cairns & Cairns, 1994)
were included. Results showed that the majority of conflict interactions involved
more than a dyad. The use of social aggression (e.g., concealed social attack) was
associated with more individuals involved in the conflict. Social aggression was
primarily reported as an initiating behavior for interpersonal conflicts, while direct
relational aggression was a responding behavior. Medium to high levels of reciprocity
were found for physical, verbal, and direct relational aggression, whereas a low
level of reciprocity was reported for social aggression. School authorities were
most likely to intervene in physical aggression. The use of social aggression was
associated with higher network centrality among adolescents. Developmental maladjustment
in late adolescence and early adulthood was primarily predicted by physical aggression.