Group Status, Group Bias, and Adolescents' Reasoning about the Treatment of Others in School Contexts

Autor/in	Horn, Stacey S.
Titel	Group Status, Group Bias, and Adolescents' Reasoning about the Treatment of Others in School Contexts
Quelle	In: International Journal of Behavioral Development, 30 (2006) 3, S.208-218 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025406066721
Schlagwörter	School Activities; Reference Groups; Social Status; Adolescents; Group Dynamics; Logical Thinking; Educational Environment; Peer Relationship; Grade 11; Grade 9; High School Students; Moral Values; Social Values; Social Behavior; Student Attitudes + Suchen Sie Ihr Suchwort? Reference group; Bezugsgruppe; Sozialer Status; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gruppendynamik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen; School year 11; 11. Schuljahr; Schuljahr 11; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Moral value; Ethischer Wert; Sozialer Wert; Social behaviour; Soziales Verhalten; Schülerverhalten
Abstract	This study investigated how social group status and group bias are related to adolescents' reasoning about social acceptance. Ninth and eleventh-grade students (N = 379) were asked to make judgments about the inclusion of individuals in school activities based on their peer crowd membership. The results of the study revealed that both participants' and the targets' social reference group status were related to adolescents' judgments about participation in school activities. Overall, high status group members were chosen more than low status group members to participate in school activities. Adolescents who identified themselves with high status groups, however, were significantly more likely to choose a high status target than adolescents identifying with low status groups or those listing no group at all. Further, these adolescents were more likely than adolescents who identified themselves with low status groups or listed no group to use conventional reasoning and less likely to use moral reasoning when justifying their judgments. (Contains 6 tables and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10