Observing the Demographic Factors of Peer-Nominated Leaders in Urban Middle Schools

This study investigated the relationship between adolescent students' gender and racial/ethnic backgrounds and their likelihood of being identified by their peers as having leadership qualities. A survey designed to gauge peer perceptions of leadership qualities was administered to 1003 middle school students from three diverse public middle schools in a Northeastern US city. The survey asked students to nominate as many students as possible who possess specific leadership characteristics. Female students consistently received more nominations across all survey items at two schools. This pattern was observed for five out of the ten survey items at the third school. At a school with a Hispanic majority, Hispanic students received more nominations for most survey items than Asian, Black, and White students. Additionally, at a school with a Black majority, Asian students received more nominations for all survey items compared to Black and Hispanic students and for nine survey items compared to White students. The results indicate that students' gender and schools' racial/ethnic composition may have some influence on peer perceptions of leadership. Furthermore, significant differences in how youths perceive leadership among peers of different backgrounds may be indicative of bias. Educators and administrators can use this information to make sure that students from marginalized backgrounds have opportunities to grow as leaders.

The Role of Cognitive Self-Report Measure Type in Predicting Cognitive Decline Among Older Adults: A Systematic Review

Many types of items are used to measure self-reported cognition, resulting in heterogeneity across studies. Certain cognitive self-report measure types may be more predictive of future decline. Therefore, the purpose of this systematic review was to compare whether specific types of cognitive self-report measures better predict risk for cognitive decline over time when measures are directly compared within the same study. The PRISMA criteria guided the review. Eligibility criteria included: longitudinal studies, outcome of cognitive decline, at least 2 different cognitive self-report measures, and no cognitive impairment at baseline. Nineteen studies were included in the final review. A narrative synthesis of results was completed, resulting in 3 thematic groups of comparisons across self-reported measure types. Self-reported memory decline with worry and peer perceptions of memory were associated with the highest risk for cognitive decline. Future longitudinal investigations of self-reported cognitive problems should focus on using measures that may be most sensitive to predicting cognitive decline risk.

Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication

Early provision of interprofessional education (IPE) is imperative to ensure effective communication between healthcare professionals. However, there are several barriers to offering adequate IPE, including space restrictions and lack of human resources, prompting exploration of alternative modalities. In 2019, an IPE activity was offered in person with 213 pharmacy and 45 physician assistant (PA) students participating in one-on-one team huddles focusing on managing an acutely ill patient. In 2020, the same IPE activity, including 194 pharmacy and 45 PA students, was offered virtually. Peer evaluations, an attitudes survey, and confidence surveys were administered to evaluate the impact of the IPE activity. A student t-test and descriptive statistics were utilized to analyze the data. On average, PA students in the virtual group rated their peers higher than PA students in the in-person group, with little difference in the pharmacy peer evaluation of their PA partner. Ninety percent of pharmacy students and 91% of PA students in the virtual group felt that “they learned something new regarding therapeutic management” from their partner versus 84% of pharmacy and 81% of PA students in the in-person group. In conclusion, using a virtual modality for a communications-focused IPE was not detrimental to student attitudes and did not adversely affect peer perceptions.

Still Just Hegemonic After All These Years?

Men and boys are commonly viewed as perpetrators and/or facilitators of relational violence, but this biological essentializing oversimplifies “masculinity” as “bad.” Connell illustrated the complex roles of bodies, structural order maintenance, and “pupils as agents, school as setting” (Connell 2000: 161) in shaping masculinity processes. Our study examined these factors by examining how peer perceptions of gendered identity threats relate to beliefs negatively affecting power relations. Students (N = 87; n = 36 males, 51 females) from four classes at two high schools in Connecticut provided pre- and post-test data for a Sexual Violence Prevention Program. Results show unhealthy attitudes related to peer perceptions as a basis for violence scenarios. We discuss primary-prevention curricular implications by addressing masculinities as social relationships involved in adolescents facilitating healthy relational practices.

Still Just Hegemonic After All These Years?

Men and boys are commonly viewed as perpetrators and/or facilitators of relational violence, but this biological essentializing oversimplifies “masculinity” as “bad.” Connell illustrated the complex roles of bodies, structural order maintenance, and “pupils as agents, school as setting” (Connell 2000: 161) in shaping masculinity processes. Our study examined these factors by examining how peer perceptions of gendered identity threats relate to beliefs negatively affecting power relations. Students (N = 87; n = 36 males, 51 females) from four classes at two high schools in Connecticut provided pre- and post-test data for a Sexual Violence Prevention Program. Results show unhealthy attitudes related to peer perceptions as a basis for violence scenarios. We discuss primary-prevention curricular implications by addressing masculinities as social relationships involved in adolescents facilitating healthy relational practices.

“They Think I’m Amazing but Won’t Talk with Me.” Neurotypical People Are More Cognitively Than Behaviorally Positive Towards Their Autistic Friends

Negative stereotypes and ostracism of those on the autism spectrum persist, with consequences for autistic people including fewer friendships and smaller social networks. Recent work in the area has found that diagnosis disclosure can have a positive effect on autistic peer perceptions and that non-autistic people often decide whether or not to maintain relations with autistic individuals based on initial thin slice judgements. Participants (N = 423) in this study were randomly assigned to one of two conditions (disclosure of autism diagnosis or no disclosure) and read a fictional vignette depicting a social interaction with someone displaying behaviors characteristic of autism. They then answered questions regarding their affective, behavioral, and cognitive responses to the character. Results indicate that non-autistic people show positive cognitions, but less positive behavior, towards those on the spectrum, and that participants with autistic friends (regardless of diagnosis disclosure) showed more negativity to the vignette character than those participants without such friends. Implications are discussed in light of situational factors that may be present within these relationships.

Adolescents’ Sexy Self-Presentation on Instagram: An Investigation of Their Posting Behavior Using a Prototype Willingness Model Perspective

Some adolescents use social media platforms, such as Instagram, for sexualized self-presentation, which includes posting images in which someone is scarcely dressed, has a sexy gaze or in which sexual willingness is suggested. These behaviors could be a first step towards sexting. Given that adolescents are highly influenced by peer perceptions, this study uses the prototype willingness model to assess how teenagers’ perceptions of others could influence their posting behaviors. The study was conducted among 2626 students (n = 1530; 58.4% girls) between the ages of 14 and 21 (M = 16.14; SD = 1.02) in 10 secondary schools in the Dutch-speaking community in Belgium. The results show that older adolescents and girls were more likely to post images of themselves on Instagram. The models showed that peer norms and willingness and attitudes were significantly associated with posting intention. The perceived norms of adolescents’ parents were not significantly related to the behaviors. There were also significant associations between perceived similarity, prototype favorability and the willingness to engage in sexualized self-presentation on Instagram. The implications for education and practice are discussed.