@article{herry_mulvey_2024, title={Students in the margins: Lesbian, gay, and bi+ students' perceptions of school climate and discrimination}, ISSN={["1936-1661"]}, DOI={10.1080/19361653.2024.2310649}, abstractNote={This study examines how youth evaluate their school climate and experiences of discrimination within public schools in the Southeastern U.S. Participants included 9th (N = 499, Mage = 14.67, SD = 0.66) and 10th (N = 360, Mage = 15.63, SD = 0.61) grade students who reported on their school climate and experiences of teacher and peer discrimination. Findings showed that lesbian, gay, bi+ (LGB+) participants reported significantly higher levels of peer discrimination than their heterosexual peers. Boys and 9th graders reported significantly higher levels of teacher discrimination than did girls and 10th graders, respectively. Experiences of discrimination from peers and teachers were distinctly associated with participants’ perceptions of their school climate. LGB+ adolescents reported less positive social relationships with teachers, perceptions of school discipline, opportunities for engagement, academic support, parental involvement, and school connectedness compared to their heterosexual peers. There were no significant differences in perceived exclusion based on sexual orientation. This study is an important step in continuing to understand school experiences of LGB+ adolescents within the Southeastern U.S.}, journal={JOURNAL OF LGBT YOUTH}, author={Herry, Emily and Mulvey, Kelly Lynn}, year={2024}, month={Jan} }
 @article{herry_rodan_martin_sanjak_mulvey_2024, title={White American transgender adults' retrospective reports on the social and contextual aspects of their gender identity development}, volume={3}, ISSN={["2044-835X"]}, url={https://doi.org/10.1111/bjdp.12480}, DOI={10.1111/bjdp.12480}, abstractNote={Abstract}, journal={BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY}, author={Herry, Emily and Rodan, S. M. and Martin, Madeline and Sanjak, Mariam M. and Mulvey, Kelly Lynn}, year={2024}, month={Mar} }
 @article{herry_gonultas_mulvey_2023, title={Predictors of college students' reasoning and responses to gender-based social exclusion}, volume={1}, ISSN={["1573-1928"]}, DOI={10.1007/s11218-022-09748-w}, journal={SOCIAL PSYCHOLOGY OF EDUCATION}, author={Herry, Emily and Gonultas, Secil and Mulvey, Kelly Lynn}, year={2023}, month={Jan} }
 @article{herry_mulvey_2022, title={Gender-based cyberbullying: Understanding expected bystander behavior online}, volume={5}, ISSN={["1540-4560"]}, url={https://doi.org/10.1111/josi.12503}, DOI={10.1111/josi.12503}, abstractNote={Abstract}, journal={JOURNAL OF SOCIAL ISSUES}, author={Herry, Emily and Mulvey, Kelly Lynn}, year={2022}, month={May} }
 @article{herry_gonultas_mulvey_2021, title={Digital era bullying: An examination of adolescent judgments about bystander intervention online}, volume={76}, ISSN={["1873-7900"]}, DOI={10.1016/j.appdev.2021.101322}, abstractNote={Adolescents are increasingly exposed to online bullying, yet little is known about how to promote bystander intervention in response to cyberbullying. This study examines the influence of personal, family, and societal factors on adolescents' moral judgments and expected bystander responses to cyberbullying with 6th (N = 425, Mageinyears = 11.31, SD = 0.62), and 9th (N = 403, Mageinyears = 14.31, SD = 0.52) grade public school students. Hierarchical regressions demonstrated that sympathy and family management were related to ratings of cyberbullying as less acceptable. Participants who reported experiencing more racial discrimination judged cyberbullying as more acceptable. Additionally higher levels of empathy, secure attachment, and family management were related to higher intentions to intervene. Our findings suggest that family, societal and personal factors are all relevant to adolescents' evaluations of and responses to cyberbullying. These findings can guide future anti-bullying interventions to encourage bystander intervention in online settings.}, journal={JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY}, author={Herry, Emily and Gonultas, Secil and Mulvey, Kelly Lynn}, year={2021} }
 @article{mulvey_gonultas_herry_strelan_2021, title={The Role of Theory of Mind, Group Membership, and Apology in Intergroup Forgiveness Among Children and Adolescents}, volume={10}, ISSN={["1939-2222"]}, url={https://doi.org/10.1037/xge0001094}, DOI={10.1037/xge0001094}, abstractNote={Research on forgiveness with children and adolescents is growing, yet little is known about the developmental mechanisms that underlie intergroup forgiveness in children and adolescents. In this study, youth (M = 9.39 years, SD = 1.67, N = 185, 107 female and 78 male; 54.6% European American, 20.5% African American, 8.1% Latinx, 5.9% Asian American, 3.8% multiracial, and 7.1% other) provided judgments and reasoning about forgiveness in hypothetical scenarios involving intergroup and intragroup transgressions. Participants with more sophisticated theoryof mind were more forgiving of transgressors and were more likely to differentiate their thinking about how sorry ingroup and outgroup transgressors will feel. Participants were more likely to forgive ingroup members and those that apologize than outgroup members and those who do not apologize. Results reveal that youth, especially those with more advanced theory of mind skills, have a sophisticated understanding of intergroup forgiveness. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, journal={JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL}, publisher={American Psychological Association (APA)}, author={Mulvey, Kelly Lynn and Gonultas, Secil and Herry, Emily and Strelan, Peter}, year={2021}, month={Oct} }