• Choose a category
• All
• Classic-Fiction

a deviant member is more of a threat: Ibid.

cliques or “best friends” turned: Interviews.

“Bitching, gossiping, or storytelling”: See Owens, Laurence; Slee, Phillip; and Shute, Rosalyn. “Victimization among Teenage Girls: What Can Be Done about Indirect Harassment?” in Peer Harassment in Schools.

“Gossip is like word vomit here”: Interview.

“experience some relief”: See Coie.

series of studies: Interview, Stacey Horn.

Goths, druggies, and dirties: See Horn, Stacey S. “Adolescents’ Reasoning About Exclusion from Social Groups,” Developmental Psychology, Vol, 39, No. 1, 2003.

“a legitimate way of regulating”: See Horn, Stacey S. “The Multifaceted Nature of Sexual Prejudices,” in Levy, Killen, etc. See also, Horn, Stacey S. “Mean Girls or Cultural Stereotypes?”, Human Development, 2004, 47, in which Horn states, “They are likely to evaluate exclusion as acceptable in circumstances where an individual doesn’t ‘fit in’ with the overall norms and values of the group or where the individual, by virtue of who they [sic] are, may potentially threaten the functioning or identity of the group.”

provided a new detail: Ibid.

“function as social categories”: See Horn, Stacey S. “Adolescents’ Reasoning About Exclusion from Social Groups.”

asked high school freshmen to judge: See Horn, S.; Killen, M.; and Stangor, C. “The influence of group stereotypes on adolescents’ moral reasoning,” Journal of Early Adolescence, Vol. 19, 1999.

excluded from friendship: See Killen, Melanie; McGlothlin, Heidi; and Henning, Alexandra. “Explicit Judgments and Implicit Bias.” In Intergroup Attitudes . . . Thank you to Melanie Killen for discussing these issues with me.

first, fourth, and seventh graders: See Killen, M; Sinno, S.; and Margie, N. G. “Children’s Experiences and Judgments About Group Exclusion and Inclusion,” Advances in Childhood Development and Behavior, 2007, 35.

teens often rely on stereotypes: See, for example, Horn, Stacey S. “Adolescents’ Reasoning . . .”

adolescents become more aware: See, for example, Enesco, Guerrero and Callejas, Solbes. “Intergroup Attitudes and Reasoning About Social Exclusion in Majority and Minority Children in Spain,” in Intergroup Attitudes . . .

de-prioritize fairness and morality: See, for example, Horn, Stacey S. “Adolescents’ Reasoning . . .”

CHAPTER 10

In nine classes: See Bigler, R. S.; Spears, C. B.; and Markell, M. “When groups are not created equal: Effects of group status on the formation of intergroup attitudes in children,” Child Development, Vol. 72, 2001.

“The honors students use”: Interview.

English Language Learner (ELL) students: Interview.

“The veteran teachers and administrators”: Interview.

“Teachers may take the social structure”: See Hallinan, Maureen T. and Smith, Steven S. “Classroom characteristics and Student Friendship Cliques,” Social Forces, Vol. 67, No. 4, June 1989.

“the same grade all four years”: Interview.

“I think you should write”: Interview.

“once a kid is a”: Interview.

subjective views: See, for example, Findlay, which cites Murphy, Kevin R.; Balzer, William K.; Lockhart, Maura C.; and Eisenman, Elaine J. “Effects of Previous Performance on Evaluations of Present Performance,” Journal of Applied Psychology, Vol. 70, Issue 1, February 1985, and Horn, T. S.; Lox, C.; and Labrador, F. “The self-fulfilling prophecy theory: When coaches’ expectations become reality,” in J. M. Williams, ed., Applied Sport Psychology: Personal growth to peak performance, Palo Alto, CA: Mayfield, 1998.

“let the in-crowd get away”: Interview.

“not expecting them to follow”: Interview.

colleagues joke around more: Interview.

“I see teachers participate”: See Katz, Beth Anne. “A Diamond in the Rough, Waiting to be Found,” Intelligencer Journal, May 16, 2009.

honors and awards: Interviews.

“Administrators favor the families”: Interview.

many of the programs that schools implement: Interviews.

“It disgusts me to think”: Interview.

“preferential treatment