The Geeks Shall Inherit the Earth - Alexandra Robbins [205]
assume that their groupmates’: See, for example, Baumeister.
in simplistic ways: See Linville, P. W. and Jones, E. E. “Polarized appraisals of outgroup members,” Journal of Personality and Social Psychology, Vol. 38, 1980. Cited in Baumeister.
display more group favoritism: See, for example, Bettencourt.
copying high-status groups: See, for example, Hymel. See also, Berger, Jonah; Heath, Chip; and Ho, Ben. “Divergence in cultural practices: Tastes as signals of identity,” unpublished manuscript, 2008.
social creativity strategy: See Tajfel, H. Differentiation Between Social Groups, London: Academic Press, 1978.
Robbers Cave State Park, Oklahoma: See Sherif, Muzafer; Harvey, O. J.; White, Jack B; Hood, William R.; and Sherif, Carolyn W. Intergroup Conflict and Cooperation: The Robbers Cave Experiment, 1954/1961.
José Saramago: Saramago is Portuguese but Danielle assumed the staff wouldn’t know that.
give out personalized apparel: Interviews.
On the first day of biology: Interview.
social circles have been established: See, for example, Hymel.
a different part of the brain: See “Interview: Deborah Yurgelun-Todd.” Frontline, pbs.org. University of Utah psychiatry professor Yurgelun-Todd, the Director of Cognitive Neuroscience at The Brain Institute, is a leading researcher of the adolescent brain. Her findings indicate that teens “are not able to correctly read all the feelings in the adult face. So that would suggest to us that when they’re relating to their parents or to their friends’ parents or to their teachers, they may be misperceiving or misunderstanding some of the feelings that we have as adults; that is, they see anger when there isn’t anger, or sadness when there isn’t sadness.” Parents could utilize her research by taking care to verbally explain their emotions when they are talking to middle school students.
students frequently reflect: See, for example, Kinney, David A. “From Nerds to Normals: The Recovery of Identity among Adolescents from Middle School to High School,” Sociology of Education, Vol. 66, No. 1, January 1993.
don’t yet have the ability: Children cannot accurately process social information that’s beyond their cognitive abilities. See, for example, Cameron, Lindsey and Rutland, Adam. “An Integrative Approach to Changing Children’s Intergroup Attitudes,” Intergroup Attitudes.
peaks from age eleven to thirteen: See, for example, Windle, Michael; Spear, Linda P.; Fuligni, Andrew J.; Angold, Adrian; Brown, Jane D.; Pine, Daniel; Smith, Greg T.; Giedd, Jay and Dahl, Ronald E. “Transitions Into Underage and Problem Drinking: Developmental Processes and Mechanisms Between 10 and 15 Years of Age,” Pediatrics, 2008, 121.
“Where do I belong?”: See, for example, Noam, G. “The Psychology of Belonging: Reformulating Adolescent Development,” Esman A. H.; Flaherty, L. T.; Horowitz, H. A., eds., Annals of the American Society of Adolescent Psychiatry, Hillsdale, NJ: The Analytic Press, 1999.
“wego” instead of an ego: Ibid.
often don’t recognize: Ibid.
to form an identity: See, for example, Bukowski and Sippola.
group as having clear characteristics: Ibid.
“strong, if not totalitarian”: Ibid.
skills necessary for group problem-solving: Ibid.
“As this consensus is elusive”: Ibid.
Middle schoolers are more likely to: See, for example, Craig, Wendy M.; Pepler, Debra; Connolly, Jennifer; and Henderson, Kathryn. “Developmental Context of Peer Harassment in Early Adolescence,” in Peer Harassment in School . . .
with puberty comes: See, for example, Horn, Stacey S. “The Multifaceted Nature of Sexual Prejudice: How Adolescents Reason About Sexual Orientation and Sexual Prejudice,” in Intergroup Attitudes . . .
would call me man chest: Interview.
more antagonistic interactions: See, for example, Gavin.
The rate of cyberbullying: See Rodkin, Philip C. “The Bully-Victim Relationship: Historical Foundations and Peer Supports,” Federal Partners in Bullying