Gender Norm Salience Across Middle Schools: Contextual Variations in Associations Between Gender Typicality and Socioemotional Distress
- 210 Downloads
Youth who feel they do not fit with gender norms frequently experience peer victimization and socioemotional distress. To gauge differences between schools, the current study examined the longitudinal effects of school-level gender norm salience—a within-school association between gender typicality and peer victimization—on socioemotional distress across 26 ethnically diverse middle schools (n boys = 2607; n girls = 2805). Boys (but not girls) reporting lower gender typicality experienced more loneliness and social anxiety in schools with more salient gender norms, even when accounting for both individual and school level victimization. Greater gender norm salience also predicted increased depressed mood among boys regardless of gender typicality. These findings suggest particular sensitivity among boys to environments in which low gender typicality is sanctioned.
KeywordsGender typicality Gender norms Socioemotional distress Early adolescence
The authors would like to thank Dr. Sandra Graham (PI) and Leah Lessard for their feedback on the manuscript. We would also like to thank the members of the UCLA Middle School Diversity team for their contributions to collection of the data, and all school personnel and participants for their cooperation.
This research was supported by grants from the National Institutes of Health (Grant 1R01HD059882-01A2) and the National Science Foundation (No. 0921306). The first author (DS) received additional support from the University of California, Los Angeles Graduate Summer Research Mentorship Program and Edwin W. Pauley Fellowship, the second author (HS) from the National Science Foundation Graduate Research Fellowships under Grant No. DGE-1144087, and the third author (CE) from the Institute of Educational Sciences Award (R305D150056).
D.S. participated in designing the study, performed and interpreted statistical analyses, and drafted the manuscript; H.S. participated in performing and interpreting statistical analyses, and helped draft the manuscript; C.E. provided statistical consultation and assisted in interpretation and presentation of analyses, and provided feedback on the manuscript; J.J. conceived of the study, participated in its design and coordination and helped to draft the manuscript. All authors read and approved the manuscript.
Compliance with Ethical Standards
Conflicts of Interest
The authors declare that they have no competing interests.
The study and all procedures were approved by the University of California, Los Angeles Institutional Review Board and by participating school districts.
As participants in this study were minors, a parent or legal guardian provided written informed consent. In addition, participating youth provided written informed assent.
- Eder, D., Evans, C. C., & Parker, S. (1995). School talk: Gender and adolescent culture. New Brunswick, NJ: Rutgers University Press.Google Scholar
- Good, G. E., Robertson, J. M., Fitzgerald, L. F., Stevens, M., & Bartels, K. M. (1996). The relation between masculine role conflict and psychological distress in male university counseling center clients. Journal of Counseling & Development, 75(1), 44–49. doi: 10.1002/j.1556-6676.1996.tb02313.x.CrossRefGoogle Scholar
- Juvonen, J., & Galvan, A. (2009). Bullying as a means to foster compliance. In M. J. Harris (Ed.), Bullying, rejection, and peer victimization: A social cognitive neuroscience perspective (pp. 299–318). New York, NY: Springer.Google Scholar
- Juvonen, J., Nishina, A., & Graham, S. (2001). Self-views and peer perceptions of victim status among early adolescents. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized. New York, NY: Guilford Press.Google Scholar
- Kosciw, J. G., Greytak, E. A., Palmer, N. A., & Boesen, M. J. (2014). The 2013 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York, NY: GLSEN.Google Scholar
- Lampard, A. M., MacLehose, R. F., Eisenberg, M. E., Neumark-Sztainer, D., & Davison, K. K. (2014). Weight-related teasing in the school environment: Associations with psychosocial health and weight control practices among adolescent boys and girls. Journal of Youth and Adolescence, 43(10), 1770–1780. doi: 10.1007/s10964-013-0086-3.CrossRefPubMedCentralPubMedGoogle Scholar
- Muthen, L. K., & Muthen, B. O. (1998–2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthen & Muthen.Google Scholar
- Pascoe, C. J. (2012). Dude, you’re a fag: Masculinity and sexuality in high school. Los Angeles: University of California Press.Google Scholar
- Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage Publications.Google Scholar
- Schwalbe, M. L., & Mason-Schrock, D. (1996). Identity work as group process. In M. J. Lovaglia & R. Simon (Eds.), Advances in group processes 13, (113–147). Greenwich, CT: JAI Press.Google Scholar
- Westenberg, M. P., Drewes, M. J., Goedhart, A. W., Siebelink, B. M., & Treffers, P. D. A. (2004). A developmental analysis of self-reported fears in late childhood through mid-adolescence: Social-evaluative fears on the rise? Journal of Child Psychology and Psychiatry, 45(3), 481–495. doi: 10.1111/j.1469-7610.2004.00239.x.CrossRefPubMedGoogle Scholar