Suchergebnisse

AbstractThis study examined the parent‐child dyad as a context in which children's gender‐stereotyped course selections are reinforced. Fifty four children from two age groups (Ms = 10.67 and 12.71 years) and their mothers and fathers selected courses for when children reached secondary school. Afterwards, children and parents discussed their decisions. Parents of sons selected fewer foreign language courses than mathematics, language arts or science courses, whereas parents of daughters selected fewer science and foreign language than mathematics or language arts courses. Girls selected fewer science than language arts courses, whereas boys selected fewer foreign language than mathematics or science courses. Although parents' course selections followed gender‐stereotyped patterns for language arts and science, their discouraging comments were not confined to cross‐gender‐stereotyped domains. Instead, parents made more discouraging comments in general to daughters than to sons. Counter to the hypotheses, daughters made more encouraging comments about science courses than did sons while talking to mothers. The findings suggest that parents and children may show gender‐differentiated preferences for children before children are old enough to make course decisions.

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- PART 1: Introduction -- Chapter 1: Young people's engagement with the European Union and their visions and worries for the future of Europe -- Contextualizing the Europe 2038 project -- Young people's engagement with the European Union -- Predictors of young people's engagement -- Study design and PAN-European survey -- Young people's future visions and worries -- Organization of the book -- Notes -- References -- PART 2: Country-level findings -- Chapter 2: Europe 2038: Future visions and worries of Albanian young people -- Why young people? -- The present study -- Method -- Measures -- Procedure -- Results -- Visions and worries related to the own future (RQ1) -- Visions regarding the future of Europe (RQ2) -- Young people's values, multiculturalism, efficacy believes, European identification and participatory behaviours (RQ3) -- Discussion -- Recommendations -- References -- Chapter 3: The importance of social exclusion experiences for young people's engagement with the European Union -- Why social exclusion experiences matter -- Engagement with the EU and exclusion experiences -- European identity and exclusion experiences -- Research questions -- Method -- Procedure -- Measures -- Participants -- Statistical analyses -- Results -- Demographic characteristics of non-excluded vs. excluded young people (RQ1) -- Engagement with and perceptions of the EU of non-excluded vs. Excluded young people (RQ2) -- European identity of non-excluded vs. excluded young people (RQ3) -- Discussion -- Social exclusion of young people -- Future visions and worries of excluded vs. non-excluded young people -- Engagement patterns of excluded vs. non-excluded young people -- Identification patterns of excluded vs. non-excluded young people.

Since the nearly universal ratification of the U.N. Convention on the Rights of the Child (U.N. General Assembly,), children's rights have received increasing empirical attention. While there is an established body of research on how youth view their own rights, few studies have examined their views about the rights of out‐group members. Employing a social‐cognitive domain approach, the current study investigated British young people's (N = 260) views regarding the rights of asylum seekers. The data come from a secondary analysis of interviews on British young people's views about the religious and nonreligious rights of asylum seeker youth. Rather than being influenced by broader variables such as age, participants' judgments, and reasoning took into account the features of the specific rights situation under consideration. Moreover, the use of moral justifications was related to endorsing the rights of asylum seekers while social conventional justifications pertained to rejecting asylum seeker's rights. The implications for theory, future research and social policy are discussed.

This study examined children's reasoning about single‐gender and single‐faith schools and play contexts. Young people (twenty‐three 8‐ to 10‐year‐olds and fifty‐three 12‐ to 14‐year‐olds) were asked to judge and reason about the acceptability of exclusion based on gender and religion by children and school principals. Participants rated exclusion based on gender as more acceptable than based on religion. Exclusion from school contexts was rated as more acceptable than exclusion from play contexts. Participants tended to invoke moral reasons to condemn exclusion when reasoning about religion, whereas they tended to invoke social conventional reasons when reasoning about gender. Young people's greater sup- port for religiously inclusive schooling compared to gender inclusive schooling suggests that societal and governmental acceptance of religious diversity has support from future generations.