| Title |
Gender-Typed Personality Qualities and African American Youth’s School Functioning
|
|---|---|
| Published in |
Journal of Youth and Adolescence, September 2018
|
| DOI | 10.1007/s10964-018-0919-1 |
| Pubmed ID | |
| Authors |
Olivenne D. Skinner, Susan M McHale, Dana Wood, Nicole A. Telfer |
| Abstract |
Numerous studies document sex differences in African American girls' and boys' academic achievement and motivation, but little is known about how the enactment of gender, such as in the forms of gendered behaviors, attitudes, or personal-social qualities, is related to school functioning. To advance understanding of African American adolescents' academic experiences, this study examined the longitudinal linkages between stereotypically feminine (i.e., expressive) and stereotypically masculine (i.e., instrumental) personality characteristics and school adjustment. The moderating effects of youth's ethnic identity and school racial composition also were tested. Participants were 352 African American youth (50.1% girls; mean age at Time 1 = 12.04 years; SD = 2.03) who participated in annual home interviews. Net of biological sex, expressive traits (kind, sensitive) were positively related to school self-esteem and school bonding for both girls and boys, but youth with higher levels of instrumentality (independent, competitive) exhibited sharper declines in academic achievement across adolescence. School racial composition moderated the effects of instrumentality at the between-person level, such that instrumentality was positively related to school self-esteem only for youth who attended schools with fewer African American students. These results highlight the importance of incorporating gendered personality traits, rather than biological sex alone, into theoretical accounts of African American youth's school functioning. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 55 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 55 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 8 | 15% |
| Student > Bachelor | 7 | 13% |
| Researcher | 6 | 11% |
| Student > Ph. D. Student | 5 | 9% |
| Student > Doctoral Student | 3 | 5% |
| Other | 7 | 13% |
| Unknown | 19 | 35% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 18 | 33% |
| Social Sciences | 7 | 13% |
| Medicine and Dentistry | 5 | 9% |
| Business, Management and Accounting | 2 | 4% |
| Agricultural and Biological Sciences | 1 | 2% |
| Other | 5 | 9% |
| Unknown | 17 | 31% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 19 February 2019.
All research outputs
#16,163,986
of 25,547,324 outputs
Outputs from Journal of Youth and Adolescence
#1,358
of 1,914 outputs
Outputs of similar age
#200,931
of 348,435 outputs
Outputs of similar age from Journal of Youth and Adolescence
#33
of 35 outputs
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