Promoting Social Inclusion in Educational Settings: Challenges and Opportunities

Educational Psychologist

Volumn 54, Issue 4, 2019, Pages 250-270

  Juvonen, Jaana ^a   Lessard, Leah M ^b   Rastogi, Ritika ^a   Schacter, Hannah L ^c   Smith, Danielle Sayre ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF CONNECTICUT   (United States)

^c WAYNE STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85075049913     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520.2019.1655645     Document Type: Article

References (185)

1. Aboud, F. E., & Levy, S. R., (2000). Interventions to reduce prejudice and discrimination in children and adolescents. In The Claremont Symposium on Applied Social Psychology. Reducing prejudice and discrimination (pp. 269–293). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
2. Abrams, D., Rutland, A., & Cameron, L., (2003). The development of subjective group dynamics: Children’s judgments of normative and deviant ingroup and out-group individuals. Child Development, 74(6), 1840–1856. doi:10.1046/j.1467-8624.2003.00641.x
3. Agran, M., Wojcik, A., Cain, I., Thoma, C., Achola, E., Austin, K. M., … Tamura, R. B., (2017). Participation of students with intellectual and developmental disabilities in extracurricular activities: Does inclusion end at 3:00? Education and Training in Autism and Developmental Disabilities, 52(1), 3–12.
4. Allport, G. W., (1954). The nature of prejudice. Reading, MA: Addison Wesley.
5. Antonio, A. L., Chang, M. J., Hakuta, K., Kenny, D. A., Levin, S., & Milem, J. F., (2004). Effects of racial diversity on complex thinking in college students. Psychological Science, 15(8), 507–510. doi:10.1111/j.0956-7976.2004.00710.x
6. Aragon, S. R., Poteat, V. P., Espelage, D. L., & Koenig, B. W., (2014). The influence of peer victimization on educational outcomes for LGBTQ and non-LGBTQ high school students. Journal of LGBT Youth, 11(1), 1–19. doi:10.1080/19361653.2014.840761
7. Asher, S. R., & Coie, J. D., (1990). Peer rejection in childhood. New York, NY: Cambridge University Press.
8. Banks, J. A., (1995). Multicultural education and curriculum transformation. The Journal of Negro Education, 64(4), 390–400. doi:10.2307/2967262
9. Bauer, N. J., (1994). The politics of inclusion: A dissenting perspective. Retrieved from https://eric.ed.gov/?id=ED378718
10. Baum, F., MacDougall, C., & Smith, D., (2006). Participatory action research. Journal of Epidemiology & Community Health, 60(10), 854–857. doi:10.1136/jech.2004.028662
11. Bear, G. G., & Proctor, W. A., (1990). Impact of a full‐time integrated program on the achievement of nonhandicapped and mildly handicapped children. Exceptionality, 1(4), 227–238. doi:10.1080/09362839009524759
12. Bell, A. N., & Juvonen, J., (2019). Gender discrimination, perceived school unfairness, depressive symptoms and sleep duration among middle school girls. Paper submitted for publication.
13. Berndt, T. J., Hawkins, J. A., & Jiao, Z., (1999). Influences of friends and friendships on adjustment to junior high school. Merrill-Palmer Quarterly, 45, 13–41.
14. Best, J. R., Miller, P. H., & Naglieri, J. A., (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327–336. doi:10.1016/j.lindif.2011.01.007
15. Bigler, R. S., (1995). The role of classification skill in moderating environmental influences on children’s gender stereotyping: A study of the functional use of gender in the classroom. Child Development, 66(4), 1072–1087. doi:10.1111/j.1467-8624.1995.tb00923.x
16. Bigler, R. S., (1999). The use of multicultural curricula and materials to counter racism in children. Journal of Social Issues, 55(4), 687–705. doi:10.1111/0022-4537.00142
17. Bigler, R. S., & Liben, L. S., (2007). Developmental intergroup theory: Explaining and reducing children's social stereotyping and prejudice. Current Directions in Psychological Science, 16(3), 162–166. doi:10.1111/j.1467-8721.2007.00496.x
18. Binder, J., Zagefka, H., Brown, R., Funke, F., Kessler, T., Mummendey, A., … Leyens, J.-P., (2009). Does contact reduce prejudice or does prejudice reduce contact? A longitudinal test of the contact hypothesis among majority and minority groups in three European countries. Journal of Personality and Social Psychology, 96(4), 843–856. doi:10.1037/a0013470
19. Bopp, T., Turick, R., Vadeboncoeur, J., & Aicher, T., (2017). Are you welcomed? A racial and ethnic comparison of perceived welcomeness in sport participation. International Journal of Exercise Science, 10(6), 833–844.
20. Boulton, M. J., Trueman, M., Chau, C., Whitehand, C., & Amatya, K., (1999). Concurrent and longitudinal links between friendship and peer victimization: Implications for befriending interventions. Journal of Adolescence, 22(4), 461–466. doi:10.1006/jado.1999.0240
21. Brandt, M. J., & Crawford, J. T., (2019). Studying a heterogeneous array of target groups can help us understand prejudice. Current Directions in Psychological Science, 28(3), 292–298. doi:10.1177/0963721419830382
22. Brechwald, W. A., & Prinstein, M. J., (2011). Beyond homophily: A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166–179. doi:10.1111/j.1532-7795.2010.00721.x
23. Brewer, M. B., (1999). The psychology of prejudice: Ingroup love and outgroup hate? Journal of Social Issues, 55(3), 429–444. doi:10.1111/0022-4537.00126
24. Brown, K. T., Brown, T. N., Jackson, J. S., Sellers, R. M., & Manuel, W. J., (2003). Teammates on and off the field? Contact with Black teammates and the racial attitudes of White student athletes. Journal of Applied Social Psychology, 33(7), 1379–1403. doi:10.1111/j.1559-1816.2003.tb01954.x
25. Brown, C. S., & Juvonen, J., (2018). Insights about the effects of diversity: When does diversity promote inclusion and for whom? Journal of Applied Developmental Psychology, 59, 75–81. doi:10.1016/j.appdev.2018.10.006
26. Buhs, E. S., Ladd, G. W., & Herald, S. L., (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98(1), 1–13. doi:10.1037/0022-0663.98.1.1
27. Cameron, L., & Rutland, A., (2006). Extended contact through story reading in school: Reducing children’s prejudice toward the disabled. Journal of Social Issues, 62(3), 469–488. doi:10.1111/j.1540-4560.2006.00469.x
28. Cervantes-Soon, C. G., Dorner, L., Palmer, D., Heiman, D., Schwerdtfeger, R., & Choi, J., (2017). Combating inequalities in two-way language immersion programs: Toward critical consciousness in bilingual education spaces. Review of Research in Education, 41(1), 403–427. doi:10.3102/0091732X17690120
29. Chavous, T. M., Rivas-Drake, D., Smalls, C., Griffin, T., & Cogburn, C., (2008). Gender matters, too: The influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents. Developmental Psychology, 44(3), 637–654. doi:10.1037/0012-1649.44.3.637
30. Chiu, M. M., Chow, B. W.-Y., & Joh, S. W., (2017). Streaming, tracking and reading achievement: A multilevel analysis of students in 40 countries. Journal of Educational Psychology, 109(7), 915–934. doi:10.1037/edu0000188
31. Coleman, J. S., (1988). Social capital and the creation of human capital. American Journal of Sociology, 94, S95–S120. doi:10.1086/228943
32. Cooper, C. R., Chavira, G., & Mena, D. D., (2005). From pipelines to partnerships: A synthesis of research on how diverse families, schools, and communities support children’s pathways through school. Journal of Education for Students Placed at Risk (Jespar), 10(4), 407–430. doi:10.1207/s15327671espr1004_4
33. Córdova, D., & Cervantes, R. C., (2010). Intergroup and within-group perceived discrimination among U.S.-born and foreign-born Latino youth. Hispanic Journal of Behavioral Sciences, 32(2), 259–274. doi:10.1177/0739986310362371
34. Cornell, D., & Limber, S. P., (2015). Law and policy on the concept of bullying at school. American Psychologist, 70(4), 333–343. doi:10.1037/a0038558
35. Cramer, P., & Steinwert, T., (1998). Thin is good, fat is bad: How early does it begin? Journal of Applied Developmental Psychology, 19(3), 429–451. doi:10.1016/S0193-3973(99)80049-5
36. Crosnoe, R., (2007). Gender, obesity, and education. Sociology of Education, 80(3), 241–260. doi:10.1177/003804070708000303
37. Crosnoe, R., & Muller, C., (2004). Body mass index, academic achievement, and school context: Examining the educational experiences of adolescents at risk of obesity. Journal of Health and Social Behavior, 45(4), 393–407. doi:10.1177/002214650404500403
38. Dawes, M., Chen, C.-C., Zumbrunn, S. K., Mehtaji, M., Farmer, T. W., & Hamm, J. V., (2017). Teacher attunement to peer-nominated aggressors. Aggressive Behavior, 43(3), 263–272. doi:10.1002/ab.21686
39. DeRosier, M. E., Cillessen, A. H. N., Coie, J. D., & Dodge, K. A., (1994). Group social context and children’s aggressive behavior. Child Development, 65(4), 1068–1079. doi:10.1111/j.1467-8624.1994.tb00803.x
40. Deutsch, M., & Krauss, R., (1965). Theories of social psychology. New York, NY: Basic Books.
41. Dewald, J. F., Meijer, A. M., Oort, F. J., Kerkhof, G. A., & Bögels, S. M., (2010). The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review. Sleep Medicine Reviews, 14(3), 179–189. doi:10.1016/j.smrv.2009.10.004
42. Dijkstra, J. K., & Gest, S. D., (2015). Peer norm salience for academic achievement, prosocial behavior, and bullying: Implications for adolescent school experiences. The Journal of Early Adolescence, 35(1), 79–96. doi:10.1177/0272431614524303
43. Donelan, R. W., Neal, G. A., & Jones, D. L., (1994). The promise of Brown and the reality of academic grouping: The tracks of my tears. The Journal of Negro Education, 63(3), 376–387. doi:10.2307/2967188
44. Dovidio, J. F., Gaertner, S. L., & Saguy, T., (2009). Commonality and the complexity of “we”: Social attitudes and social change. Personality and Social Psychology Review, 13(1), 3–20. doi:10.1177/1088868308326751
45. DuPont-Reyes, M. J., & Villatoro, A. P., (2019). The role of school race/ethnic composition in mental health outcomes: A systematic literature review. Journal of Adolescence, 74, 71–82. doi:10.1016/j.adolescence.2019.05.006
46. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B., (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.x
47. Estell, D. B., Farmer, T. W., Irvin, M. J., Crowther, A., Akos, P., & Boudah, D. J., (2009). Students with exceptionalities and the peer group context of bullying and victimization in late elementary school. Journal of Child and Family Studies, 18(2), 136–150. doi:10.1007/s10826-008-9214-1
48. Fabes, R. A., Martin, C. L., & Hanish, L. D., (2018). Children and youth in a diverse world: Applied developmental perspectives on diversity and inclusion. Journal of Applied Developmental Psychology, 59, 1–4. doi:10.1016/j.appdev.2018.11.003
49. Fabes, R. A., Martin, C. L., & Hanish, L. D., (2019/this issue). Gender integration and the promotion of inclusive classroom climates. Educational Psychologist, 54, 271–285. doi:10.1080/00461520.2019.1631826
50. Faris, R., & Felmlee, D., (2011). Status struggles: Network centrality and gender segregation in same- and cross-gender aggression. American Sociological Review, 76(1), 48–73. doi:10.1177/0003122410396196
51. Farmer, T. W., Chen, C.-C., Hamm, J. V., Moates, M. M., Mehtaji, M., Lee, D., & Huneke, M. R., (2016). Supporting teachers’ management of middle school social dynamics: The scouting report process. Intervention in School and Clinic, 52(2), 67–76. doi:10.1177/1053451216636073
52. Farmer, T. W., Hamm, J. V., Dawes, M., Barko-Alva, K., & Cross, J. R., (2019/this issue). Promoting inclusive communities in diverse classrooms: Teacher attunement and social dynamics management. Educational Psychologist, 54, 286–305. doi:10.1080/00461520.2019.1635020
53. Farmer, T. W., Lines, M. M., & Hamm, J. V., (2011). Revealing the invisible hand: The role of teachers in childrens’ peer experiences. Journal of Applied Developmental Psychology, 32(5), 247–256. doi:10.1016/j.appdev.2011.04.006
54. Fredricks, J. A., & Simpkins, S. D., (2013). Organized out-of-school activities and peer relationships: Theoretical perspectives and previous research. New Directions for Child and Adolescent Development, 140, 1–17. doi:10.1002/cad.20034
55. Garandeau, C. F., Lee, I. A., & Salmivalli, C., (2014). Inequality matters: Classroom status hierarchy and adolescents’ bullying. Journal of Youth and Adolescence, 43(7), 1123–1133. doi:10.1007/s10964-013-0040-4
56. George, T. P., & Hartmann, D. P., (1996). Friendship networks of unpopular, average, and popular children. Child Development, 67(5), 2301–2316. doi:10.1111/j.1467-8624.1996.tb01858.x
57. Gest, S. D., Madill, R. A., Zadzora, K. M., Miller, A. M., & Rodkin, P. C., (2014). Teacher management of elementary classroom social dynamics: Associations with changes in student adjustment. Journal of Emotional and Behavioral Disorders, 22(2), 107–118. doi:10.1177/1063426613512677
58. Gibbons, F. X., O’Hara, R. E., Stock, M. L., Gerrard, M., Weng, C. Y., & Wills, T. A., (2012). The erosive effects of racism: Reduced self-control mediates the relation between perceived racial discrimination and substance use in African American adolescents. Journal of Personality and Social Psychology, 102(5), 1089–1104. doi:10.1037/a0027404
59. Gini, G., & Pozzoli, T., (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics, 132, 720–729. doi:10.1542/peds.2013-0614
60. Goldfield, A., & Chrisler, J. C., (1995). Body stereotyping and stigmatization of obese persons by first graders. Perceptual and Motor Skills, 81(3), 909–910. doi:10.2466/pms.1995.81.3.909
61. González, R., & Brown, R., (2003). Generalization of positive attitude as a function of subgroup and superordinate group identifications in intergroup contact. European Journal of Social Psychology, 33(2), 195–214. doi:10.1002/ejsp.140
62. Graham, S., & Juvonen, J., (1998). Self-blame and peer victimization in middle school: An attributional analysis. Developmental Psychology, 34(3), 587–599. doi:10.1037/0012-1649.34.3.587
63. Gray, D. L., Hope, E. C., & Matthews, J. S., (2018). Black and belonging at school: A case for interpersonal, instructional, and institutional opportunity structures. Educational Psychologist, 53(2), 97–113. doi:10.1080/00461520.2017.1421466
64. Gregory, A., Hafen, C. A., Ruzek, E., Mikami, A. Y., Allen, J. P., & Pianta, R. C., (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review, 45(2), 171–191. doi:10.17105/SPR45-2.171-191
65. Griffin, P., Lee, C., Waugh, J., & Beyer, C., (2004). Describing roles that gay-straight alliances play in schools. Journal of Gay & Lesbian Issues in Education, 1, 7–22. doi:10.1300/J367v01n03_03
66. Grütter, J., Gasser, L., Zuffianò, A., & Meyer, B., (2018). Promoting inclusion via cross-group friendship: The mediating role of change in trust and sympathy. Child Development, 89(4), e414–e430. doi:10.1111/cdev.12883
67. Hailey, S. E., & Olson, K. R., (2013). A social psychologist’s guide to the development of racial attitudes: The development of racial attitudes. Social and Personality Psychology Compass, 7(7), 457–469. doi:10.1111/spc3.12038
68. Hamm, J. V., & Faircloth, B. S., (2005). The role of friendship in adolescents’ sense of school belonging. New Directions for Child and Adolescent Development, 107, 61–78. doi:10.1002/cd.121
69. Hamm, J. V., Farmer, T. W., Dadisman, K., Gravelle, M., & Murray, A. R., (2011). Teachers’ attunement to students’ peer group affiliations as a source of improved student experiences of the school social–affective context following the middle school transition. Journal of Applied Developmental Psychology, 32(5), 267–277. doi:10.1016/j.appdev.2010.06.003
70. Hatzenbuehler, M. L., McLaughlin, K. A., & Xuan, Z., (2012). Social networks and risk for depressive symptoms in a national sample of sexual minority youth. Social Science & Medicine, 75(7), 1184–1191. doi:10.1016/j.socscimed.2012.05.030
71. Hawes, D. J., Zadro, L., Fink, E., Richardson, R., O’Moore, K., Griffiths, B., … Williams, K. D., (2012). The effects of peer ostracism on children’s cognitive processes. European Journal of Developmental Psychology, 9(5), 599–613. doi:10.1080/17405629.2011.638815
72. Heinze, J. E., & Horn, S. S., (2014). Do adolescents’ evaluations of exclusion differ based on gender expression and sexual orientation? Journal of Social Issues, 70(1), 63–80. doi:10.1111/josi.12047
73. Hilliard, L. J., & Liben, L. S., (2010). Differing levels of gender salience in preschool classrooms: Effects on children’s gender attitudes and intergroup bias. Child Development, 81(6), 1787–1798. doi:10.1111/j.1467-8624.2010.01510.x
74. Huynh, V. W., & Fuligni, A. J., (2010). Discrimination hurts: The academic, psychological, and physical well-being of adolescents. Journal of Research on Adolescence, 20(4), 916–941. doi:10.1111/j.1532-7795.2010.00670.x
75. Irving, L. M., (2000). Promoting size acceptance in elementary school children: The EDAP puppet program. Eating Disorders, 8(3), 221–232. doi:10.1080/10640260008251229
76. Iyer, R. V., Kochenderfer-Ladd, B., Eisenberg, N., & Thompson, M., (2010). Peer victimization and effortful control. Merrill-Palmer Quarterly (Wayne State University. Press), 56(3), 361–387. doi:10.1353/mpq.0.0058
77. Jagers, R. J., Rivas-Drake, D., & Borowski, T., (2018). Equity and social and emotional learning: A cultural analysis. Chicago, IL: Assessments Work Group. Retrieved from https://measuringsel.casel.org/wp-content/uploads/2018/11/Frameworks-Equity.pdf.
78. Jagers, R. J., Rivas-Drake, D., & Williams, B., (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162–184. doi:10.1080/00461520.2019.1623032
79. Jennings, T., (2007). Addressing diversity in US teacher preparation programs: A survey of elementary and secondary programs’ priorities and challenges from across the United States of America. Teaching and Teacher Education, 23(8), 1258–1271. doi:10.1016/j.tate.2006.05.004
80. Johnson, D. W., Johnson, R. T., & Holubec, E. J., (2013). Cooperation in the classroom (9th ed.). Edina, MN: Interaction Book Company.
81. Jones, S. M., Kahn, J., & McGarrah, M. W., (2019). Social and emotional learning: A principled science of human development in context. Educational Psychologist, 54(3), 129–143. doi:10.1080/00461520.2019.1625776
82. Juvonen, J., (2006). Sense of belonging, social bonds, and school functioning. In P. A., Alexander & P. H., Winne (Eds.), Handbook of educational psychology (pp. 655–674). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
83. Juvonen, J., & Bear, G., (1992). Social adjustment of children with and without learning disabilities in integrated classrooms. Journal of Educational Psychology, 84(3), 322–330. doi:10.1037/0022-0663.84.3.322
84. Juvonen, J., & Galván, 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.
85. Juvonen, J., & Graham, S., (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65(1), 159–185. doi:10.1146/annurev-psych-010213-115030
86. Juvonen, J., Kogachi, K., & Graham, S., (2018). When and how do students benefit from ethnic diversity in middle school? Child Development, 89(4), 1268–1282. doi:10.1111/cdev.12834
87. Juvonen, J., Lessard, L. M., Schacter, H. L., & Enders, C., (2018). The effects of middle school weight climate on youth with higher body weight. Journal of Research on Adolescence, 29(2), 466–479. doi:10.1111/jora.12386
88. Juvonen, J., Nishina, A., & Graham, S., (2000). Peer harassment, psychological adjustment, and school functioning in early adolescence. Journal of Educational Psychology, 92(2), 349–359. doi:10.1037/0022-0663.92.2.349
89. Juvonen, J., Nishina, A., & Graham, S., (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science, 17(5), 393–400. doi:10.1111/j.1467-9280.2006.01718.x
90. Juvonen, J., & Wentzel, K. R., (1996). Social motivation: Understanding children’s school adjustment. New York, NY: Cambridge University Press.
91. Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Kaljonen, A., & Salmivalli, C., (2011). A large-scale evaluation of the KiVa antibullying program: Grades 4–6. Child Development, 82(1), 311–330. doi:10.1111/j.1467-8624.2010.01557.x
92. Katz, S. R., (1999). Teaching in tensions: Latino immigrant youth, their teachers, and the structures of schooling. Teachers College Record, 100(4), 809–840. doi:10.1111/0161-4681.00017
93. Killen, M., Clark Kelly, M., Richardson, C., Crystal, D., & Ruck, M., (2010). European American children’s and adolescents’ evaluations of interracial exclusion. Group Processes & Intergroup Relations, 13(3), 283–300. doi:10.1177/1368430209346700
94. Knifsend, C. A., & Juvonen, J., (2017). Extracurricular activities in multiethnic middle schools: Ideal context for positive intergroup attitudes? Journal of Research on Adolescence, 27(2), 407–422. doi:10.1111/jora.12278
95. Kochenderfer, B. J., & Ladd, G. W., (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67(4), 1305–1317. doi:10.1111/j.1467-8624.1996.tb01797.x
96. Kosciw, J. G., Greytak, E. A., Zongrone, A. D., Clark, C. M., & Truong, N. L., (2018). The 2017 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. Retrieved from https://eric.ed.gov/?id=ED590243
97. Ladd, G. W., (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children’s early school adjustment? Child Development, 61(4), 1081–1100. doi:10.1111/j.1467-8624.1990.tb02843.x
98. Ladd, G. W., Birch, S. H., & Buhs, E. S., (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373–1400. doi:10.1111/1467-8624.00101
99. Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B., (2017). Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement? Journal of Educational Psychology, 109(6), 826–841. doi:10.1037/edu0000177
100. Ladd, G. W., Herald‐Brown, S. L., & Reiser, M., (2008). Does chronic classroom peer rejection predict the development of children’s classroom participation during the grade school years? Child Development, 79(4), 1001–1015. doi:10.1111/j.1467-8624.2008.01172.x
101. Ladd, G. W., & Troop‐Gordon, W., (2003). The role of chronic peer difficulties in the development of children’s psychological adjustment problems. Child Development, 74(5), 1344–1367. doi:10.1111/1467-8624.00611
102. Lanza, H. I., Echols, L., & Graham, S., (2018). A silver lining: The role of ethnic diversity on co-occurring trajectories of weight status and peer victimization across early adolescence. Journal of Adolescent Health, 63(5), 554–560. doi:10.1016/j.jadohealth.2018.05.026
103. Lee, S. J., (1996). Unraveling the model minority stereotype: Listening to Asian American youth. New York, NY: Teachers College Press.
104. Lemmer, G., & Wagner, U., (2015). Can we really reduce ethnic prejudice outside the lab? A meta-analysis of direct and indirect contact interventions. European Journal of Social Psychology, 45(2), 152–168. doi:10.1002/ejsp.2079
105. Lessard, L. M., & Juvonen, J., (2018). Friendless Adolescents: Do perceptions of social threat account for their internalizing difficulties and continued friendlessness? Journal of Research on Adolescence, 28(2), 277–283. doi:10.1111/jora.12388
106. Lessard, L. M., & Juvonen, J., (2019a). Body weight and academic achievement: The role of weight diversity in urban middle schools. School Psychology, 34(3), 253–260. doi:10.1037/spq0000317
107. Lessard, L. M., & Juvonen, J., (2019b). Cross-class friendship and academic achievement in middle school. Developmental Psychology, 55, 1666–1679. doi:10.1037/dev0000755
108. Lessard, L. M., Kogachi, K., & Juvonen, J., (2019). Quality and stability of cross-ethnic friendships: Effects of classroom diversity and out-of-school contact. Journal of Youth and Adolescence, 48(3), 554–566. doi:10.1007/s10964-018-0964-9
109. Lewis, J. A., Nishina, A., Ramirez Hall, A., Cain, S., Bellmore, A., & Witkow, M. R., (2018). Early adolescents’ peer experiences with ethnic diversity in middle school: Implications for academic outcomes. Journal of Youth and Adolescence, 47(1), 194–206. doi:10.1007/s10964-017-0697-1
110. Lopez, C., & DuBois, D. L., (2005). Peer victimization and rejection: Investigation of an integrative model of effects on emotional, behavioral, and academic adjustment in early adolescence. Journal of Clinical Child & Adolescent Psychology, 34(1), 25–36. doi:10.1207/s15374424jccp3401_3
111. Losinski, M., Ennis, R., Katsiyannis, A., & Rapa, L. J., (2019). Schools as change agents in reducing bias and discrimination: Shaping behaviors and attitudes. Journal of Child and Family Studies. Advance online publication. doi:10.1007/s10826-019-01452-2
112. Macaulay, A. C., Commanda, L. E., Freeman, W. L., Gibson, N., McCabe, M. L., Robbins, C. M., & Twohig, P. L., (1999). Participatory research maximises community and lay involvement. BMJ, 319(7212), 774–778. doi:10.1136/bmj.319.7212.774
113. Mahoney, J. L., Lord, H., & Carryl, E., (2005). Afterschool program participation and the development of child obesity and peer acceptance. Applied Developmental Science, 9(4), 202–215. doi:10.1207/s1532480xads0904_3
114. Malacarne, T., (2017). Rich friends, poor friends: Inter–socioeconomic status friendships in secondary school. Socius: Sociological Research for a Dynamic World, 3, 1–13. doi:10.1177/2378023117736994
115. Martin, C. L., Fabes, R. A., Hanish, L. D., Gaertner, B., Miller, C. F., Foster, S., & Updegraff, K. A., (2017). Using an intergroup contact approach to improve gender relationships: A case study of a classroom-based intervention. In A., Rutland, D., Nesdale, & C., Brown (Eds.), Handbook of group processes in children and adolescents (pp. 435–454). New York, NY: Wiley.
116. McGlothlin, H., & Killen, M., (2005). Children’s perceptions of intergroup and intragroup similarity and the role of social experience. Journal of Applied Developmental Psychology, 26(6), 680–698. doi:10.1016/j.appdev.2005.08.008
117. McPherson, M., Smith-Lovin, L., & Cook, J. M., (2001). Birds of a feather: Homophily in social networks. Annual Review of Sociology, 27(1), 415–444. doi:10.1146/annurev.soc.27.1.415
118. Mittleman, J., (2018). Sexual orientation and school discipline: New evidence from a population-based sample. Educational Researcher, 47(3), 181–190. doi:10.3102/0013189X17753123
119. Moody, J., (2001). Race, school integration, and friendship segregation in America. American Journal of Sociology, 107(3), 679–716. doi:10.1086/338954
120. Moore, G. W., & Slate, J. R., (2008). Who’s taking the advanced placement courses and how are they doing: A statewide two-year study. The High School Journal, 92(1), 56–67.
121. Mulvey, K. L., Hoffman, A. J., Gönültaş, S., Hope, E. C., Cooper, S. M., & Cooper, S. M., (2018). Understanding experiences with bullying and bias-based bullying: What matters and for whom? Psychology of Violence, 8(6), 702–711. doi:10.1037/vio0000206
122. Nakamoto, J., & Schwartz, D., (2010). Is peer victimization associated with academic achievement? A meta‐analytic review. Social Development, 19(2), 221–242. doi:10.1111/j.1467-9507.2009.00539.x
123. Nishina, A., Juvonen, J., & Witkow, M. R., (2005). Sticks and stones may break my bones, but names will make me feel sick: The psychosocial, somatic, and scholastic consequences of peer harassment. Journal of Clinical Child & Adolescent Psychology, 34, 37–48. doi:10.1207/s15374424jccp3401_4
124. Nishina, A., Lewis, J. A., Bellmore, A., & Witkow, M. R., (2019/this issue). Ethnic diversity and inclusive school environments. Educational Psychologist, 54, 306–321. doi:10.1080/00461520.2019.1633923
125. Oakes, J., (2005). Keeping track. New Haven, CT: Yale University Press.
126. Okonofua, J. A., & Eberhardt, J. L., (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26(5), 617–624. doi:10.1177/0956797615570365
127. Okoye-Johnson, O., (2011). Does multicultural education improve students’ racial attitudes? Implications for closing the achievement gap. Journal of Black Studies, 42(8), 1252–1274. doi:10.1177/0021934711408901
128. Ollendick, T. H., Weist, M. D., Borden, M. C., & Greene, R. W., (1992). Sociometric status and academic, behavioral, and psychological adjustment: A five-year longitudinal study. Journal of Consulting and Clinical Psychology, 60(1), 80–87. doi:10.1037/0022-006X.60.1.80
129. Palmer, D., (2010). Race, power, and equity in a multiethnic urban elementary school with a dual-language “strand” program. Anthropology & Education Quarterly, 41(1), 94–114. doi:10.1111/j.1548-1492.2010.01069.x
130. Palmer, S. B., & Abbott, N., (2018). Bystander responses to bias-based bullying in schools: A developmental intergroup approach. Child Development Perspectives, 12(1), 39–44. doi:10.1111/cdep.12253
131. Paluck, E. L., & Shepherd, H., (2012). The salience of social referents: A field experiment on collective norms and harassment behavior in a school social network. Journal of Personality and Social Psychology, 103(6), 899–915. doi:10.1037/a0030015
132. Paluck, E. L., Shepherd, H., & Aronow, P. M., (2016). Changing climates of conflict: A social network experiment in 56 schools. Proceedings of the National Academy of Sciences, 113(3), 566–571. doi:10.1073/pnas.1514483113
133. Parker, J. G., & Asher, S. R., (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102(3), 357–389. doi:10.1037/0033-2909.102.3.357
134. Pedersen, S., & Seidman, E., (2005). Contexts and correlates of out-of-school activity participation among low-income urban adolescents. In J. L., Mahoney, R. W., Larson, & J. S., Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after school and community programs (pp. 85–109). London, UK: Psychology Press.
135. Pettigrew, T. F., (1998). Intergroup contact theory. Annual Review of Psychology, 49, 65–85. doi:10.1146/annurev.psych.49.1.65
136. Pettigrew, T. F., & Tropp, L. R., (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751–783. doi:10.1037/0022-3514.90.5.751
137. Pfeifer, J. H., Brown, C. S., & Juvonen, J., (2007). Teaching tolerance in schools: Lessons learned since Brown v. Board of Education about the development and reduction of children’s prejudice (2nd ed., Vol. 21). Retrieved from https://eric.ed.gov/?id=ED521699
138. Plenty, S., & Jonsson, J. O., (2017). Social exclusion among peers: The role of immigrant status and classroom immigrant density. Journal of Youth and Adolescence, 46(6), 1275–1288. doi:10.1007/s10964-016-0564-5
139. Poteat, V. P., Mereish, E. H., DiGiovanni, C. D., Koenig, B. W., & Koenig, B. W., (2011). The effects of general and homophobic victimization on adolescents’ psychosocial and educational concerns: The importance of intersecting identities and parent support. Journal of Counseling Psychology, 58(4), 597–609. doi:10.1037/a0025095
140. Poteat, V. P., Scheer, J. R., & Mereish, E. H., (2014). Factors affecting academic achievement among sexual minority and gender-variant youth. In L. S., Liben & R. S., Bigler (Eds.), Advances in child development and behavior (pp. 261–300). San Diego, CA: Academic Press.
141. Poteat, V. P., Sinclair, K. O., DiGiovanni, C. D., Koenig, B. W., & Russell, S. T., (2013). Gay–straight alliances are associated with student health: A multischool comparison of LGBTQ and heterosexual youth. Journal of Research on Adolescence, 23(2), 319–330. doi:10.1111/j.1532-7795.2012.00832.x
142. Puhl, R. M., & Latner, J. D., (2007). Stigma, obesity, and the health of the nation’s children. Psychological Bulletin, 133(4), 557–580. doi:10.1037/0033-2909.133.4.557
143. Puhl, R. M., Luedicke, J., & Heuer, C., (2011). Weight-based victimization toward overweight adolescents: Observations and reactions of peers. Journal of School Health, 81(11), 696–703. doi:10.1111/j.1746-1561.2011.00646.x
144. Quillian, L., & Campbell, M. E., (2003). Beyond black and white: The present and future of multiracial friendship segregation. American Sociological Review, 68, 540–566. doi:10.2307/1519738
145. Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L., (2009). The role of teachers’ psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum. School Psychology Review, 38(3), 510–532.
146. Rastogi, R., & Juvonen, J., (2019). Interminority friendships and intergroup attitudes across middle school: Quantity and stability of Black-Latino ties. Journal of Youth and Adolescence, 48(8), 1619–1630. doi:10.1007/s10964-019-01044-9
147. Risner, D., (2014). Bullying victimisation and social support of adolescent male dance students: An analysis of findings. Research in Dance Education, 15(2), 179–201. doi:10.1080/14647893.2014.891847
148. Robnett, R. D., & Leaper, C., (2013). Friendship groups, personal motivation, and gender in relation to high school students’ STEM career interest. Journal of Research on Adolescence, 23(4), 652–664. doi:10.1111/jora.12013
149. Roseth, C. J., Johnson, D. W., & Johnson, R. T., (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223–246. doi:10.1037/0033-2909.134.2.223
150. Russell, S. T., Pollitt, A. M., Li, G., & Grossman, A. H., (2018). Chosen name use is linked to reduced depressive symptoms, suicidal ideation, and suicidal behavior among transgender youth. Journal of Adolescent Health, 63(4), 503–505. doi:10.1016/j.jadohealth.2018.02.003
151. Rutland, A., Nesdale, D., & Brown, C., (2017). Handbook of group processes in children and adolescents. New York, NY: Wiley.
152. Schacter, H. L., & Juvonen, J., (2018). You’ve got a friend(ly school): Can school prosocial norms and friends similarly protect victims from distress? Social Development, 27(3), 636–651. doi:10.1111/sode.12281
153. Schonert-Reichl, K. A., (2019). Commentary: Advancements in the landscape of social and emotional learning and emerging topics on the horizon. Educational Psychologist, 54(3), 222. doi:10.1080/00461520.2019.1633925
154. Schonert-Reichl, K. A., Kitil, M. J., & Hanson-Peterson, J., (2017). To reach the students, teach the teachers: A national scan of teacher preparation and social and emotional learning. A report prepared for the Collaborative for Academic, Social, and Emotional Learning (CASEL). Retrieved from https://eric.ed.gov/?id=ED582029
155. Schwartz, D., Gorman, A. H., Nakamoto, J., & McKay, T., (2006). Popularity, social acceptance, and aggression in adolescent peer groups: Links with academic performance and school attendance. Developmental Psychology, 42(6), 1116–1127. doi:10.1037/0012-1649.42.6.1116
156. Schwartz, D., Gorman, A. H., Nakamoto, J., & Toblin, R. L., (2005). Victimization in the peer group and children’s academic functioning. Journal of Educational Psychology, 97(3), 425–435. doi:10.1037/0022-0663.97.3.425
157. Scott, R., (1993). Untracking advocates make incredible claims. Educational Leadership, 51, 79–81.
158. Sette, S., Gasser, L., & Grütter, J., (2019). Links between teachers’ liking of students, peer inclusion, and students’ academic achievement: A two-wave longitudinal study. Journal of Youth and Adolescence. Advance online publication. doi:10.1007/s10964-019-01048-5
159. Slavin, R. E., (1995). Enhancing intergroup relations in schools: Cooperative learning and other strategies (J. D., Hawley & A. W., Jackson, Eds.). San Francisco, CA: Jossey-Bass.
160. Smith, D. S., Schacter, H. L., Enders, C., & Juvonen, J., (2018). Gender norm salience across middle schools: Contextual variations in associations between gender typicality and socioemotional distress. Journal of Youth and Adolescence, 47(5), 947–960. doi:10.1007/s10964-017-0732-2
161. Stark, T. H., & Flache, A., (2012). The double edge of common interest: Ethnic segregation as an unintended byproduct of opinion homophily. Sociology of Education, 85(2), 179–199. doi:10.1177/0038040711427314
162. Stormshak, E. A., Bierman, K. L., Bruschi, C., Dodge, K. A., & Coie, J. D., (1999). The relation between behavior problems and peer preference in different classroom contexts. Child Development, 70(1), 169–182. doi:10.1111/1467-8624.00013
163. Strand, J., & Kreiner, J., (2005). Recreation and leisure in the community. In R. Flexer, T. Simmons, P. Luft, & R. Baer (Eds.), Transition planning for secondary students with disabilities (2nd ed., pp. 460–482). Upper Saddle River, NJ: Merrill/Prentice Hall.
164. Strauss, R. S., & Pollack, H. A., (2003). Social marginalization of overweight children. Archives of Pediatrics & Adolescent Medicine, 157(8), 746–752. doi:10.1001/archpedi.157.8.746
165. Sullivan, A. L., Van Norman, E. R., & Klingbeil, D. A., (2014). Exclusionary discipline of students with disabilities: Student and school characteristics predicting suspension. Remedial and Special Education, 35(4), 199–210. doi:10.1177/0741932513519825
166. Swanson, K., & Gettinger, M., (2016). Teachers’ knowledge, attitudes, and supportive behaviors toward LGBT students: Relationship to Gay-Straight Alliances, antibullying policy, and teacher training. Journal of LGBT Youth, 13(4), 326–351. doi:10.1080/19361653.2016.1185765
167. Talbot, L. S., McGlinchey, E. L., Kaplan, K. A., Dahl, R. E., & Harvey, A. G., (2010). Sleep deprivation in adolescents and adults: Changes in affect. Emotion, 10(6), 831–841. doi:10.1037/a0020138
168. Tenenbaum, H. R., & Ruck, M. D., (2007). Are teachers’ expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99(2), 253–273. doi:10.1037/0022-0663.99.2.253
169. Toomey, R. B., & Russell, S. T., (2013). Gay-straight alliances, social justice involvement, and school victimization of lesbian, gay, bisexual, and queer youth: Implications for school well-being and plans to vote. Youth & Society, 45(4), 500–522. doi:10.1177/0044118X11422546
170. Trach, J., Lee, M., & Hymel, S., (2018). A social-ecological approach to addressing emotional and behavioral problems in schools: Focusing on group processes and social dynamics. Journal of Emotional and Behavioral Disorders, 26(1), 11–20. doi:10.1177/1063426617742346
171. Tropp, L. R., O’Brien, T. C., & Migacheva, K., (2014). How peer norms of inclusion and exclusion predict children’s interest in cross-ethnic friendships. Journal of Social Issues, 70(1), 151–166. doi:10.1111/josi.12052
172. Tropp, L. R., & Pettigrew, T. F., (2005). Relationships between intergroup contact and prejudice among minority and majority status groups. Psychological Science, 16(12), 951–957. doi:10.1111/j.1467-9280.2005.01643.x
173. Umaña-Taylor, A. J., (2016). A post-racial society in which ethnic-racial discrimination still exists and has significant consequences for youths’ adjustment. Current Directions in Psychological Science, 25(2), 111–118. doi:10.1177/0963721415627858
174. Vaillancourt, T., Brittain, H. L., McDougall, P., & Duku, E., (2013). Longitudinal links between childhood peer victimization, internalizing and externalizing problems, and academic functioning: Developmental cascades. Journal of Abnormal Child Psychology, 41(8), 1203–1215. doi:10.1007/s10802-013-9781-5
175. van Lier, P. A. C., Vitaro, F., Barker, E. D., Brendgen, M., Tremblay, R. E., & Boivin, M., (2012). Peer victimization, poor academic achievement, and the link between childhood externalizing and internalizing problems. Child Development, 83(5), 1775–1788. doi:10.1111/j.1467-8624.2012.01802.x
176. van Ryzin, M. J., & Roseth, C. J., (2018). Enlisting peer cooperation in the service of alcohol use prevention in middle school. Child Development, 89(6), e459–e467. doi:10.1111/cdev.12981
177. Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P., (2015). Social and emotional learning: Past, present, and future. In J. A., Durlak, C. E., Domitrovich, R. P., Weissberg, & T. P., Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). New York, NY: The Guilford Press.
178. Wentzel, K. R., & Asher, S. R., (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66(3), 754–763. doi:10.1111/j.1467-8624.1995.tb00903.x
179. Wentzel, K. R., Barry, C. M., & Caldwell, K. A., (2004). Friendships in middle school: Influences on motivation and school adjustment. Journal of Educational Psychology, 96(2), 195–203. doi:10.1037/0022-0663.96.2.195
180. Wentzel, K. R., Jablansky, S., & Scalise, N. R., (2018). Do friendships afford academic benefits? A meta-analytic study. Educational Psychology Review, 30(4), 1241–1267. doi:10.1007/s10648-018-9447-5
181. Witkow, M. R., & Fuligni, A. J., (2010). In-school versus out-of-school friendships and academic achievement among an ethnically diverse sample of adolescents. Journal of Research on Adolescence, 20(3), 631–650. doi:10.1111/j.1532-7795.2010.00653.x
182. Witvliet, M., Brendgen, M., van Lier, P. A. C., Koot, H. M., & Vitaro, F., (2010). Early adolescent depressive symptoms: Prediction from clique isolation, loneliness, and perceived social acceptance. Journal of Abnormal Child Psychology, 38(8), 1045–1056. doi:10.1007/s10802-010-9426-x
183. Wright, J. C., Giammarino, M., & Parad, H. W., (1986). Social status in small groups: Individual–group similarity and the social “misfit”. Journal of Personality and Social Psychology, 50(3), 523–536. doi:10.1037/0022-3514.50.3.523
184. Zander, L., Chen, I.-C., & Hannover, B., (2019). Who asks whom for help in mathematics? A sociometric analysis of adolescents’ help-seeking within and beyond clique boundaries. Learning and Individual Differences, 72, 49–58. doi:10.1016/j.lindif.2019.03.002
185. Ziegler, S., (1981). The effectiveness of cooperative learning teams for increasing cross-ethnic friendship: Additional evidence. Human Organization, 40(3), 264–268. doi:10.17730/humo.40.3.0m0q1143l43r4x44