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The first of two volumes in the Advances in Child Development and Behaviorseries, Equity and Justice in Developmental Science: Theoretical and Methodological Issues focuses on conceptual issues, definitions, and critical concepts relevant to equity and justice for the developmental sciences. This volume covers critical methodological issues that serve to either challenge or advance our understanding of, and ability to promote, equity and justice in the developmental sciences. Both volumes bring together a growing body of developmental scholarship that addresses how issues relevant to equity and justice (or their opposites) affect development and developmental outcomes, as well as scholarship focused on mitigating the developmental consequences of inequity, inequality, and injustice for young people, families, and communities and ensuring that all young people have opportunities to develop and thrive.Contains contributions from leading authorities in the field of child development and behaviorPresents a coherent picture of the importance of the development of children's participation in ongoing activityProvides a major step forward in highlighting patterns and variability in the normative development of the everyday lives of children, expanding beyond the usual research populations that have extensive Western schooling in commonFocuses on conceptual issues, definitions, and critical concepts relevant to equity and justice for the developmental sciences

This study investigated connections between sexual and gender minority youths' (SGMY) experiences with bullying victimization and their experiences with punishment. We interviewed 20 diverse adolescents (X = 18.45) about their experiences with bullying and school discipline. Using a qualitative mapping technique, we analyzed the pathways between victimization and punishment that emerged from our participants' narratives. Our analyses revealed that among the adolescents who had experienced victimization related to their sexual orientation and/or gender identity (or expression) (n = 17), most of them (n = 15) had also experienced punishment connected to their victimization. We identified five pathways linking victimization and bullying. Further, we found that the majority of participants were navigating school contexts rife with pervasive and ongoing harassment and that adults ineffectively intervened and often compounded the harm experienced.

Previous research focused on sexual prejudice has shown that lesbian and gay adolescents are at greater risk of peer harassment and victimization than their straight counterparts. Peer victimization such as exclusion, however, may also be related to conventional expectations adolescents hold about their social environment. This study examined adolescents' (N= 1069) attitudes and reasoning about the exclusion of peers based on sexual orientation and gender nonconformity. Results indicate that although participants reported it was more acceptable to exclude their gay or lesbian, as opposed to straight, peers, gender nonconformity was also a distinguishing factor. Whereas mannerism and activity nonconforming gay targets were rated less positively than similarly nonconforming straight targets, straight appearance nonconforming targets were not evaluated differently than gay appearance nonconforming targets. Further, the types of reasoning adolescents used to justify their exclusion judgments varied by sexual orientation and gender nonconformity of the target.