Student and Teacher Culture and Composition and the Development of Gender Role Attitudes among Young Adolescents.

Research has shown that gender role attitudes develop during adolescence; however, the relevant predictors remain a matter of debate. In adolescence, the school environment gains in importance. Thus, the present study investigates how students' and especially teachers' culture and composition predict the development of gender role attitudes in young adolescents. The study addresses this question using a sample of 7360 Flemish students (44.8% girls), who were surveyed three times after entering secondary education between 2012 (Mage = 13.14, SD = 0.56) and 2014. Latent change models reveal that boys' initial gender role attitudes are associated with the students' gender role culture; however, boys with more traditional gender role attitudes do not develop in an even more traditional direction at the beginning of secondary education. In contexts with a more privileged student SES composition, boys develop less traditional attitudes, while a traditional gender role culture among teachers supports the development of more traditional gender role attitudes among boys. Girls with more traditional gender role attitudes find themselves within student contexts with a more traditional culture. However, the development does not vary with the students' gender role culture. Overall, boys seem more susceptible to students' cultural and compositional characteristics.

Disparities in the prevalence of ADHD diagnoses, suspicion, and medication use between Flanders and Québec from the lens of the medicalization process.

The prevalence of Attention-Deficit/Hyperactivity Disorder (ADHD) diagnoses and medication use has increased over time around the world, but significant regional differences remain. This paper aims to determine and explain disparities in ADHD prevalence and medication use among school-aged children in two distinct school systems, in Flanders (Belgium) and Québec (Canada). We present detailed descriptive and comparative analyses of data from 35 schools, 114 teachers, and 1046 parents (children) that were collected as part of a comparative international project. The data concern teacher and parent suspicions, teachers' ratings of ADHD-related behaviors in children, teachers' views of medication use, and teachers' beliefs about ADHD. The results show that, compared with Flanders, Québec had significantly more children diagnosed with ADHD and more frequent suspicions of ADHD in children by teachers and parents. We refer to the conceptual, institutional, and interactional levels of medicalization to interpret our findings and conclude that social and cultural readings of children's behaviors differ greatly between regions. Medicalization of children's behaviors is more common in Québec than in Flanders.

Relative Age Effect in Attention Deficit/Hyperactivity Disorder at Various Stages of the Medicalization Process.

Diagnosis and pharmacological treatment of ADHD are more common among the youngest children in a classroom, born in the months immediately preceding the school entry cutoff date. The mechanisms behind this phenomenon, called the relative age effect (RAE), are not yet well understood. Nearly all hypotheses involve the school system, various teachers' actions, and concern children's immaturity. However, most previous studies have been based on reports of health professionals' diagnoses and prescriptions found in official databases rather than on reports of teachers' behavior identification or suspicion of ADHD, despite their being at the first stages of the medicalization process. Our study overcomes this limitation by using reports of parents' and teachers' behavior identification or suspicion of ADHD within a three-level multilevel survey design, comprising 1294 children, 130 teachers, and 17 elementary public schools. The goal of our study was to investigate whether RAE stems (1) from adults' judgement of the child's expression of immaturity or (2) from the consequences associated with the child's double burden of being immature and exhibiting ADHD behaviors. Our multilevel analyses put forward the first hypothesis only, supporting the medicalization of immaturity. RAE in ADHD seems mostly initiated by teachers' pre-diagnostic actions toward younger children.

The Impact of Gender Variance on Adolescents' Wellbeing: Does the School Context Matter?

Schools are often heteronormative environments, negatively influencing the wellbeing of LGB students. Less is known about the impact on gender-variant adolescents. Hence, this study investigates the wellbeing of gender-variant students-as evidenced by their gender (a)typicality and pressure for gender conformity- in different school cultures-as evidenced by the level of traditional gender role attitudes and homonegativity. We examine these context-dependent associations in a sample of 4987 Flemish students, who were questioned three times in 2012-2014. Multilevel regression analyses show that both gender-typical and atypical adolescents feel worse in heteronormative than inclusive schools. Furthermore, the social acceptance of boys seems to be more conditional on gender-conformity in heteronormative than inclusive schools. Overall, inclusive schools ensure higher wellbeing for all students (regardless of sex or gender variance), and student-teacher relationships seem central in explaining these school differences. Implications for school policy as well as research considering heteronormativity and gender-variance are discussed.

What Predicts Visibility Management at Work? A Study of Gay, Lesbian, and Bisexual Flemish Government Employees.

Visibility management (VM) refers to the regulation of disclosure of one's sexual orientation for the purposes of maintaining privacy as well as minimizing stigma, harm, or marginalization. Research on how lesbian women and gay men (LGs) manage the visibility of their sexual orientation in the workplace is scarce. In this study, we tested a model that investigates the relationships between VM on the one hand, and specific job characteristics, experiencing the work environment as more or less LG friendly, and personal homonegative experiences on the other. In a non-representative sample of 4,080 employees of the Flemish government, 6.3% identified as gay or lesbian. Within this LG subsample (N = 265) we found that specific job characteristics (having a managerial position, or having a tenured or non-tenured position) were not associated with VM. Knowing other LGs within the work environment who are open about their sexual orientation was associated with being more likely to apply open VM strategies, as was perceiving the atmosphere at work as permissive towards LGs. Having witnessed negative events towards LGs at work was associated with taking the characteristics of a social setting (e.g., public or private) into account when deciding to disclose one's sexual orientation. Finally, participants who experienced homonegative events (such as unsolicited sexual innuendo or abusive language) felt less inhibited about disclosure. Potential theoretical as well as practical implications are discussed.

Exploring First Sexual Intercourse, Sexual Orientation, and Sexual Health in Men.

In this study the characteristics of the sexual debut of men who have sex with men (MSM) and men who have sex with women (MSW) age 35 or younger (N = 1,201) were compared with one another. We investigated whether these characteristics were associated with sexual health and behavior, and to what extent. Compared to MSW, MSM tended to be older when they had their first sexual intercourse; their first sex partner was older, they felt less ready, and they experienced more pain. We also found that they reported a higher number of lifetime sexual partners and less condom use compared to MSW. Similarities were also ascertained, such as the fact that individuals from both groups do not differ significantly regarding how they experienced their first sexual intercourse emotionally. Many differences between these groups should not always be seen as problematic, whereas others still indicate a need for targeted interventions.

The ethnic prejudice of Flemish teachers: The role of ethnic school composition and of teachability.

OBJECTIVES: The aim of this study is to investigate the association between ethnic composition in school and the ethnic prejudice of teachers, controlling for the individual characteristics of teachers and their perceptions of pupils' teachability. METHOD: Multilevel analyses were carried out on data for 499 Flemish teachers in 44 Flemish (Belgian) secondary schools, collected through an online questionnaire. In this study, ethnic prejudice means a negative attitude to Moroccans, Turks, and Eastern Europeans. A scale was created by taking the mean scores for 18 items, with higher scores indicating greater ethnic prejudice (Quillian, 1995; Witte, 1999). RESULTS: Teachers with long-term higher education or a university diploma are shown to be less ethnically prejudiced than teachers with a lower level of education. Moreover, teachers who work at a school with a greater number of ethnic minority pupils, and at the same time evaluate their pupils as more teachable, are less ethnically prejudiced. CONCLUSIONS: These findings highlight the need for more research into the underlying processes, such as pupils' teachability, that influence the relationship between school characteristics and the ethnic prejudice of teachers. More knowledge about the context-specific factors and processes that mediate and/or moderate this relationship can increase the theoretical understanding of the development of ethnic prejudice. It can also highlight particular social characteristics, which can be the focus of social and organizational policy aimed at reducing ethnic prejudices. (PsycINFO Database Record

Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students' Academic Futility: Can Parents Prepare Their Youth for Better or for Worse?

This study focuses on the interplay of perceived ethnic discrimination by teachers, parents' ethnic socialization practices, and ethnic minority students' sense of academic futility. Since discrimination creates barriers beyond control of the individual, the first research goal is to examine the association of perceived ethnic discrimination by teachers with ethnic minority students' sense of academic futility. The second research goal is to focus on the role of perceived parental ethnic socialization (e.g., cultural socialization and preparation for bias) to get a better understanding of the interaction between family level factors and the potentially negative consequences of ethnic teacher discrimination. A multilevel analysis on 1181 ethnic minority students (50.6 % girls; mean age = 15.5), originating from migration, in 53 secondary schools in Flanders (Belgium) shows that the frequent perception of ethnic discrimination by teachers is associated with stronger feelings of academic futility, and if these students also received high levels of parents' ethnic socialization, they perceive even stronger feelings of futility. The group of ethnic minority students, who perceive frequent ethnic teacher discrimination, is a group at risk, and parents' ethnic socialization does not seem able to change this.

The Relationship Between Childhood Gender Nonconformity and Experiencing Diverse Types of Homophobic Violence.

Experiences of homophobic violence seem to differ for various sexual-minority subgroups. Previous research has outlined that experiences differ for men and women, and for gender conforming and nonconforming lesbian, gay, and bisexual men and women (LGBs). In this article, these relationships are studied by making a distinction between four types of homophobic violence: verbal, physical, material, and sexual. In 2013, an online survey was designed to ask Flemish LGBs about their experiences of homophobic violence. The final sample consists of 1,402 Flemish sexual-minority individuals. The results show that gay and bisexual men experienced significantly more physical, material, and sexual violence during their lifetime than lesbian and bisexual women did. Moreover, LGBs who reported more childhood gender nonconformity also reported more homophobic violence, and this positive relationship is confirmed for the four forms of violence. For verbal and physical violence, however, the relationship between childhood gender nonconformity and violence varies according to the gender of the respondents. This relationship is much stronger for gay and bisexual men than for lesbian and bisexual women.

Coping With Antigay Violence: In-Depth Interviews With Flemish LGB Adults.

In view of the possible negative mental health outcomes of antigay violence and the limited understanding of how lesbian, gay, and bisexual (LGB) men and women cope with such experiences, this study examined the coping and social support-seeking strategies that victims adopt. In 2012, in-depth interviews were conducted with 19 Flemish sexual minority victims of violence. These in-depth interviews show that antigay violence can generate profound negative outcomes. However, the respondents employed a range of coping strategies, of which four were discerned: (1) avoidance strategies, (2) assertiveness and confrontation, (3) cognitive change, and (4) social support. Applying a diverse set of coping strategies and actively attaching meaning to negative experiences helps victims of antigay violence to overcome negative effects such as fear, embarrassment, or depressive feelings. However, the presence of a supportive network seems an important condition in order for these positive outcomes to occur.

Visibility and coping with minority stress: a gender-specific analysis among lesbians, gay men, and bisexuals in Flanders.

The role of visibility management strategies, as an extended measure of outness related to sexual orientation, has been rarely studied with the aim of explaining the experience of external stressors (i.e., experiences of everyday discrimination and perceived sanctioning of cross-gender behavior) and internal stressors (i.e., internalized homonegativity and general mental distress). In this study, we examined gender differences within these relationships. A non-representative sample of 2,378 lesbians, gay men, and bisexuals was recruited. We found that lesbian and bisexual women scored significantly higher on perceived cross-gender sanctioning and general mental distress compared to gay and bisexual men. Multivariate analysis showed that visibility management was significantly related to the experience of internalized homonegativity in both men and women. Visibility management mediated the relationship between experiences of every day discrimination on the one hand and internalized homonegativity and general mental distress on the other. Finally, we found that compared to gay and bisexual men, lesbian and bisexual women who maintained relatively closed visibility management strategies, reported lower scores on internalized homonegativity but higher scores on general mental distress. We found fewer gender differences related to visibility management than expected and those that we did find were relatively small. Flemish lesbian and bisexual women and gay and bisexual men appear to more alike than different.

From coming out to visibility management--a new perspective on coping with minority stressors in LGB youth in Flanders.

This article develops a model that describes relations among environmental characteristics, discrimination and visibility management, and the experience of minority stressors by lesbian, gay, and bisexual (LGB) youth. The article elaborates on how visibility management (i.e., regulating the exposure of one's sexual orientation) of LGB youth can function as a coping strategy and is, therefore, closely tied to the experience of minority stressors. Qualitative support is found for the theoretical model in conducting 24 in-depth interviews with LGB youth. The analysis also shows that LGB youth use specific mannerisms, gender-nonconformist behaviors, and other indirect cues to make themselves visible or invisible as LGBs.

ESR1 polymorphisms, daily hassles, anger expression, and depressive symptoms in adolescent boys and girls.

Studies reporting associations between genetic factors and mood-related traits have often been criticized (i) for failing to take into account the role of the social environment in which individuals act and (ii) for not maintaining a 'transparent narrative connection' between genes and outcomes. In a sample of adolescents, we analyzed whether PvuII and XbaI, two polymorphisms on the ESR1 (Estrogen Receptor Gene α) were related to depressive symptoms, and considered whether daily hassles moderated this relationship and whether anger expression style mediated this relationship. Analyses suggested that ESR1 polymorphisms are relevant to the intra-sexual variability in depressive symptoms in boys and that the experience of daily hassles moderated this relationship. No such relationships were found in girls. Additionally, ESR1 polymorphisms are related to anger expression styles in girls. Anger-related variables, however, did not mediate the relationship between ESR1 polymorphisms and depressive symptoms, in boys nor in girls.

Sense of belonging in secondary schools: a survey of LGB and heterosexual students in Flanders.

This study focuses on differences in sense of belonging between lesbian, gay, and bisexual (LGB) and heterosexual students. Data from 1,745 secondary school students were collected with an online survey. Step-wise multiple regression analyses was used to investigate the relationship between sexual orientation and sense of school belonging. The results show that sexual orientation has an impact on sense of belonging for girls, but not for boys. Perceived discrimination and LGB friendliness of the school appeared to be important indicators of sense of belonging for all the respondents, irrespective of their sexual orientation.

School belonging and school misconduct: the differing role of teacher and peer attachment.

The schools-as-communities perspective provides a popular explanation for school-disruptive behavior, stating that interpersonal bonding at school and feelings of school belonging prevent misconduct. In this article, we build on this perspective in three ways. First, we test whether the preventive influence of school belonging acts at the individual or school level. Secondly, we test whether a distinction should be made between the different actors with whom students bond at school, by assessing whether perceived teacher support, school belonging, and peer attachment relate differently to school misconduct. Lastly, the present study investigates whether the associations of bonding with teachers, peers and the school with school misconduct differ by socio-ethnic school context. Multilevel analyses were performed on data from the Flemish Educational Assessment. The sample consisted of 11,872 students (51.4% female) in 85 schools, most of whom were natives (88.8%), with immigrants (11.2%) mostly having Turkish or Moroccan backgrounds (both about 30% of immigrants in the sample), and others Southern-European (16%), Eastern-European (8%), North-African (5%), or other (17%) backgrounds. Results showed that the students' individual feelings of bonding with peers, teachers and school associate with school misconduct, rather than the overall school cohesion. Results further showed that, while higher perceived teacher support and school belonging related to less school misconduct, higher peer attachment was associated with higher rates of school misconduct. No differences were found by socio-ethnic context. Implications are discussed.

Stress-related growth, coming out, and internalized homonegativity in lesbian, gay, and bisexual youth. An examination of stress-related growth within the minority stress model.

This study investigates how young lesbian, gay, and bisexual (LGB) individuals deal with coming out and how perceived personal growth may result from that experience. We considered stress-related growth as a mediator between coming-out experiences and internalized homonegativity (IH). Our sample was taken from an online survey and is comprised of 502 LGBs aged 14-30. The social environment's acceptance of an individual's sexual orientation and the individual's social identification influence stress-related growth. Several coming-out indicators influence internalized homonegativity and, although growth perception does not function as a mediator between coming out and internalized homonegativity, it has a direct effect on IH.

Testosterone, androgen receptor gene CAG repeat length, mood and behaviour in adolescent males.

OBJECTIVES: Androgen activity has been implicated in a range of traits and behaviours that have well-documented sex differences. However, the results of the studies on the relationship between testosterone and these traits and behaviours are inconsistent. This study has analyzed i) whether CAG repeat length, a presumed modulator of androgen receptor sensitivity, is associated with sex-dimorphic traits and behaviours (aggressive and non-aggressive risk-taking (ART and NART), dominance, depressive symptoms and self-esteem), and ii) whether CAG repeat length interacts with free testosterone (FT) with respect to these traits and behaviours. DESIGN AND METHODS: Data obtained from a group of adolescent boys (n=301; mean age: 14.4 years) were analyzed using multivariate general linear modelling (SPSS, Chicago, IL, USA 15.0). RESULTS: We found no direct correlation between CAG repeat length and dependent variables. We found significant interactions between CAG repeat length and testosterone, indicating that FT was more positively related to ART and NART with a shorter repeat length, and that an inverse association of FT with depressive symptoms and a positive association with self-esteem were stronger in boys with a longer CAG repeat length. CONCLUSION: Our findings indicate the importance of studying FT and CAG repeat length simultaneously with respect to sex-dimorphic traits, taking into account the possible interactions between the two.

Gender ideology, same-sex peer group affiliation and the relationship between testosterone and dominance in adolescent boys and girls.

Although the role of testosterone in the aetiology of social dominance is often suggested, surprisingly few studies have addressed the relationship between sex steroid hormones and dominance as a personality trait. In this paper, the relationship between testosterone and dominance is studied in a sample of adolescent boys and girls, taking into account the moderating role of gender ideology and same-sex peer group orientation. A direct association between free testosterone (FT) and dominance was found in girls but not in boys. In boys, masculine ideology moderated the relationship between FT and dominance, while in girls the relationship between FT and dominance was moderated by same-sex peer group affiliation.