Email this article Cross-Cultural Perspectives After Participation in the YES Program: A Pilot Study
Abstract
Full Text:
PDFReferences
Aberson, C.L., & Gaffney, A.M. (2008). An integrated threat model of explicit and implicit attitudes. European Journal of Social Psychology, 39, 808-830. doi: 10.1002/ejsp.582
Bagci, S.C., Rutland, A., Kumashiro, M., Smith, P.K., & Blumberg, H. (2014). Are minority status children’s cross-ethnic friendships beneficial in a multiethnic context? British Journal of Developmental Psychology, 32, 107-115. doi: 10.1111/bjdp.12028
Bellmore, A.D., Witkow, M.R., Graham, S., & Juvonen, J. (2004). Beyond the individual: The impact of ethnic context and classroom behavioral norms on victims’ adjustment. Developmental Psychology, 40, 1159 – 1172. doi: 10.1037/0012-1649.40.6.1159
Benner, A.D., & Wang, Y. (2014). Demographic marginalization, social integration, and adolescents’ educational success. Journal of Youth and Adolescence, 43, 1611-1627. doi:10.1007/s10964-014-0151-6
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Cameron, L, & Rutland, A. (2008). An integrative approach to changing children’s intergroup attitudes. In S. Levy & M. Killen (Eds.), Intergroup attitudes and relations in childhood through adulthood (pp. 191-203). Oxford, UK: Oxford University Press.
Heaton, J. (2004). Reworking qualitative data. London: Sage.
Hitti, A., & Killen, M. (2015). Expectations about ethnic peer group inclusivity: The role of shared interests, group norms, and stereotypes. Child Development. Advance online publication. doi: 10.1111/cdev.12393
Jackson, M.F., Barth, J.M., Powell, N., & Lochman, J.E. (2006). Classroom contextual effects of race on children’s peer nominations. Child Development, 77, 1325 – 1337. doi:10.1111/j.1467-8624.2006.00937.x
Juvonen, J., Nishina, A., & Graham, S. (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science, 17, 393 – 400. doi: 10.1111/j.1467-9280.2006.01718.x
Killen, M. (2007). Children's social and moral reasoning about exclusion. Current Directions in Psychological Science, 16, 32-36.
Nucci, L.P. (2001). Education in the Moral Domain. New York: Cambridge Press.
Olweus, D., & Limber, S.P. (2007). Olweus bullying prevention program: Teacher guide. Center City: Hazelden.
Page-Gould, E. (2012). To whom can I turn? Maintenance of positive intergroup relations in the face of intergroup conflict. Social Psychological and Personality Science, 3, 462–470. doi:10.1177/1948550611426937
Pettigrew, T.F. (2008). Future directions for intergroup contact theory and research. International Journal of Intercultural Relations, 32, 187-199. doi: 10.1016/j.ijintrel.2007.12.002
Rutland, A., & Killen, M. (2015). A developmental science approach to reducing prejudice and social exclusion: Intergroup processes, social-cognitive development, and moral reasoning. Social Issues and Policy Review, 9, 121-154. doi:10.1111/sipr.12012
Salzman, M., & D’Andrea, M. (2001). Assessing the impact of a prejudice prevention project. Journal of Counseling & Development, 79, 341–347.
Smetana, J.G. (2006). Social-cognitive domain theory: Consistencies and variations in children’s moral and social judgments. In M. Killen & J.G. Smetana (Eds.), Handbook of moral development (pp. 119–154). Mahwah, NJ: Lawrence Erlbaum Associates.
Tolsma, J., van Deurzen, I., Stark, T.H., & Veenstra, R. (2013). Who is bullying whom in ethnically diverse primary schools? Exploring links between bullying, ethnicity, and ethnic diversity in Dutch primary schools. Social Networks, 35, 51-61. doi: 10.1016/j.socnet.2012.12.002
Tropp, L.R., & Prenovost, M.A. (2008). The role of intergroup contact in predicting children’s interethnic attitudes: Evidence from meta-analytic and field studies. In S. Levy & M. Killen (Eds.), Intergroup attitudes and relations in childhood through adulthood (pp. 236-248). Oxford, UK: Oxford University Press.
Verkuyten, M. (2008). Multiculturalism and group evaluations among minority and majority groups. In S. Levy & M. Killen (Eds.), Intergroup attitudes and relations in childhood through adulthood (pp. 157–172). Oxford, UK: Oxford University Press.
Vervoort, M.H.M., Scholte, R.H.J., & Overbeek, G. (2010). Bullying and victimization among adolescents: The role of ethnicity and ethnic composition of school class. Journal of Youth and Adolescence, 39, 1-11. doi: 10.1007/s10964-008-9355-y
Virginia Department of Education. (2015). Virginia Department of Education Fall Membership.Retrieved June 26, 2015, from http://www.doe.virginia.gov/statistics_reports/enrollment/fall_membership/index.shtml
Zimmerman, M.A. (2000). Empowerment theory: Psychological, organizational and community levels of analysis. In J. Rappaport & E. Seidman (Eds.), Handbook of community psychology (pp. 43-63). New York: Plenum.
Zimmerman, M.A., Stewart, S.E., Morrel-Samuels, S., Franzen, S., & Reischl, T.M. (2011). Youth empowerment solutions for peaceful communities: Combining theory and practice in a community-level violence prevention curriculum. Health Promotion Practice, 12, 425-439. doi: 10.1177/1524839909357316
DOI: https://doi.org/10.5195/jyd.2015.8
Copyright (c) 2016 Journal of Youth Development
This work is licensed under a Creative Commons Attribution 4.0 International License.
This journal is published by the University Library System, University of Pittsburgh as part of its D-Scribe Digital Publishing Program and is cosponsored by the University of Pittsburgh Press. The Journal of Youth Development is the official peer-reviewed publication of the National Association of Extension 4-H Youth Development Professionals and the National AfterSchool Association.
