@article{mulvey_cerda-smith_joy_ozturk_2025, title={A Latent Class Analysis Predicting STEM Career Interest and Perceptions of Barriers}, volume={34}, ISSN={["1467-9507"]}, url={https://doi.org/10.1111/sode.12793}, DOI={10.1111/sode.12793}, abstractNote={ABSTRACT During adolescence, individuals make key decisions about coursework, and career paths, including paths toward careers in science, technology, engineering, and mathematics (STEM). This study identified groups of adolescents who vary in STEM career interests, feelings of support, and perceptions of barriers in STEM and explored what factors predict group membership. Using a latent class analysis with a sample of 473 9th and 10th grade students from public schools in the Southeastern United States ( M age = 15.14, 48.4% White and 43.6% female), 4 distinct classes of adolescents were identified: low STEM, supported with barriers (38.2%), high STEM with barriers (26%), high STEM without barriers (21.6%), and low STEM with high barriers (14.2%). The likelihood of membership in the high STEM without barriers class was higher for participants who reported greater STEM class belonging, growth mindset, and engagement. Efforts to promote continued STEM trajectories may focus on belonging, mindsets, and fostering STEM engagement.}, number={2}, journal={SOCIAL DEVELOPMENT}, author={Mulvey, Kelly Lynn and Cerda-Smith, Jacqueline and Joy, Angelina and Ozturk, Emine}, year={2025}, month={May} }
@article{weiss_mulvey_wasserman_chi_klein_abouelkheir_2025, title={Advancing a collaborative network toward equitable STEM pathways in intensive youth programs}, volume={97}, ISSN={["1873-7900"]}, DOI={10.1016/j.appdev.2025.101764}, journal={JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY}, author={Weiss, Emily Landon and Mulvey, Kelly Lynn and Wasserman, Deborah L. and Chi, Bernadette and Klein, Christine and Abouelkheir, Mahmoud}, year={2025} }
@article{kallambella_prestemon_mulvey_2025, title={Children’s Peer Conflicts: A Participatory Science Observational Study}, url={https://doi.org/10.22541/au.173653215.58442953/v1}, DOI={10.22541/au.173653215.58442953/v1}, author={Kallambella, Gouri A. and Prestemon, Fiona and Mulvey, Kelly Lynn}, year={2025}, month={Jan} }
@article{joy_hartstone-rose_knox_mathews_cerda-smith_mulvey_2025, title={STEM ability perceptions, basic needs satisfaction, and intrinsic motivation in adolescents: The role of inclusive perceptions in self-determination}, url={https://doi.org/10.1371/journal.pone.0318266}, DOI={10.1371/journal.pone.0318266}, journal={PLOS ONE}, author={Joy, Angelina and Hartstone-Rose, Adam and Knox, Jerica and Mathews, Channing J. and Cerda-Smith, Jacqueline and Mulvey, Kelly Lynn}, editor={Tilga, HenriEditor}, year={2025}, month={Mar} }
@article{cerda-smith_yust_weeks_asher_mulvey_2024, title={A Novel Approach for Evaluating a Schoolwide Antiracist Curriculum Intervention}, volume={10}, ISSN={2332-8584 2332-8584}, url={http://dx.doi.org/10.1177/23328584231223476}, DOI={10.1177/23328584231223476}, abstractNote={This manuscript describes our effort to apply a novel approach to understanding student outcomes associated with a schoolwide antiracist intervention. We report a multimethod quantitative approach to evaluate a 10-week antiracist intervention designed and implemented by school staff by examining patterns of student intervention engagement and measures of key constructs that connect to antiracism, psychological well-being, and school connectedness. Our novel approach combines schoolwide surveys with smaller samples of daily diary participants, documenting variation in intervention engagement and examining postintervention outcomes. Our findings are limited by high attrition rates, small sample size, and data collection during the COVID-19 pandemic; however, our methods offer a promising transferable approach to evaluate school-based antiracist interventions by examining patterns and predictors of intervention engagement, as well as daily fluctuations in student experience throughout the intervention period.}, journal={AERA Open}, publisher={SAGE Publications}, author={Cerda-Smith, Jacqueline and Yust, Paula K.S. and Weeks, Molly S. and Asher, Steven R. and Mulvey, Kelly Lynn}, year={2024}, month={Jan} }
@article{mulvey_cerda‐smith_herry_joy_marlow_mathews_ozturk_2024, title={Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions}, volume={34}, ISSN={1050-8392 1532-7795}, url={http://dx.doi.org/10.1111/jora.13030}, DOI={10.1111/jora.13030}, abstractNote={This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African American, 14% Latino/a/e/x, and 15.3% multi-racial/other/prefer not to say. Measures assessed adolescents' responses to hypothetical scenarios of unfair treatment. The findings indicate that adolescents recognize both teacher and peer unfair behavior as wrong, with nuanced differences based on participants' gender and grade. Attribution analysis reveals varied expected reasons for unfair treatment. Responses to unfair behavior differ, with adolescents more likely to confront peers than teachers. Demographic factors, school climate, discrimination, belonging, and critical consciousness contribute to variations in judgments and responses. The study highlights the importance of addressing unfair treatment in STEM settings to foster inclusivity and support student persistence in STEM.}, number={4}, journal={Journal of Research on Adolescence}, publisher={Wiley}, author={Mulvey, Kelly Lynn and Cerda‐Smith, Jacqueline and Herry, Emily and Joy, Angelina and Marlow, Christina S. and Mathews, Channing J. and Ozturk, Emine}, year={2024}, month={Oct}, pages={1611–1625} }
@inproceedings{cerda-smith_grant_mulvey_2024, title={Antiracist School-Based Intervention Impacts on Student and Teacher Critical Race Consciousness}, url={http://dx.doi.org/10.3102/2107300}, DOI={10.3102/2107300}, booktitle={Proceedings of the 2024 AERA Annual Meeting}, publisher={AERA}, author={Cerda-Smith, Jacqueline and Grant, C. and Mulvey, K.L.}, year={2024} }
@inproceedings{ozturk_cerda-smith_joy_mulvey_2024, title={Associations between growth mindset, inclusivity, STEM activism orientation, and STEM grades: Testing the effect of academic resilience}, booktitle={American Educational Research Association (AERA) Annual Meeting}, author={Ozturk, E. and Cerda-Smith, J. and Joy, A. and Mulvey, K.L.}, year={2024}, month={Apr} }
@inproceedings{joy_mathews_hartstone-rose_mulvey_2024, title={Design-a-scientist avatar: a new method for analyzing gender and racial scientist stereotypes}, booktitle={International Society for the Study of Behavioral Development}, author={Joy, A. and Mathews, C.J. and Hartstone-Rose, A. and Mulvey, K.L.}, year={2024}, month={Jun} }
@article{ozturk_zhao_hoffman_joy_marlow_law_deutsch_mathews_mcguire_balkwill_et al._2024, title={Developmental Trajectories of Adolescents' Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity (28 Feb, 10.1007/s10964-024-01949-0, 2024)}, volume={4}, ISSN={["1573-6601"]}, DOI={10.1007/s10964-024-01978-9}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, author={Ozturk, Emine and Zhao, Mengya and Hoffman, Adam J. and Joy, Angelina and Marlow, Christina S. and Law, Fidelia and Deutsch, Ashley R. and Mathews, Channing J. and McGuire, Luke and Balkwill, Frances and et al.}, year={2024}, month={Apr} }
@article{ozturk_zhao_hoffman_joy_marlow_law_deutsch_mathews_mcguire_balkwill_et al._2024, title={Developmental Trajectories of Adolescents’ Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity}, volume={53}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-024-01949-0}, DOI={10.1007/s10964-024-01949-0}, number={7}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Ozturk, Emine and Zhao, Mengya and Hoffman, Adam J. and Joy, Angelina and Marlow, Christina S. and Law, Fidelia and Deutsch, Ashley R. and Mathews, Channing J. and McGuire, Luke and Balkwill, Frances and et al.}, year={2024}, month={Feb}, pages={1542–1563} }
@article{hartstone-rose_mulvey_paciulli_absher_atkinson_wilson_hunter_severino_cooper_2024, title={Extraordinary Darkness: A Participatory Approach to Assessing Animal Behavior During Eclipses}, volume={56}, url={http://dx.doi.org/10.3847/25c2cfeb.75395fbe}, DOI={10.3847/25c2cfeb.75395fbe}, abstractNote={Building on earlier work demonstrating that animals exhibit behavioral responses to solar eclipses, we present an expansive participatory science approach to examine the impact of eclipses on animal behavior. Formal studies done by research collaborations in the past worked in closed environments and showed that solar eclipses influence specific speciesâ behaviors (with various reactions related to day/night or apparent anxiety-related behavior). This study has the potential to document behavior of diverse species in more diverse settings and can additionally provide data from different extents of eclipse maximum. This kind of effort will potentially provide data that are both more extensive than more focused prior studies. We are collecting this data through two partnered, ambitious projects: Eclipse Soundscapes and Solar Eclipse Safari. As already demonstrated by preliminary data gathered during the October 2023 annular eclipse, collecting animal behavior observations promises to yield new nuanced insights into the intricate connections between celestial events and animal behaviors. Preliminary work indicates our potential for data collection is realistic. Additional work will be done to link human experiences during these rare celestial events.}, number={3}, journal={Bulletin of the AAS}, publisher={American Astronomical Society}, author={Hartstone-Rose, Adam and Mulvey, Kelly Lynn and Paciulli, Lisa and Absher, Rhianna and Atkinson, Nhaturie and Wilson, Brandon and Hunter, Danielle Lin and Severino, MaryKay and Cooper, Caren}, year={2024}, month={Mar} }
@inproceedings{cerda-smith_ozturk_joy_mulvey_2024, title={High Schoolers’ Advanced STEM Course Intentions: Predictors and Reasoning (Poster 37)}, url={http://dx.doi.org/10.3102/ip.24.2107330}, DOI={10.3102/ip.24.2107330}, booktitle={AERA 2024}, publisher={AERA}, author={Cerda-Smith, Jacqueline and Ozturk, E. and Joy, A. and Mulvey, K.L.}, year={2024} }
@inproceedings{moon_webster_mulvey_brian_stodden_egan_ha_merica_beets_2024, title={Increasing children’s social-emotional learning through CSPAP-aligned interventions: A systematic review and meta-analysis}, booktitle={2024 SHAPE America National Convention & Expo}, author={Moon, J. and Webster, C.A. and Mulvey, K.L. and Brian, A. and Stodden, D.F. and Egan, C.A. and Ha, T. and Merica, C.B. and Beets, M.W.}, year={2024}, month={Mar} }
@article{cerda-smith_yust_mulvey_2024, title={Longitudinal associations between critical consciousness, school racial climate, and belonging in school}, volume={4}, ISSN={1088-8691 1532-480X}, url={http://dx.doi.org/10.1080/10888691.2024.2345361}, DOI={10.1080/10888691.2024.2345361}, abstractNote={The dual pandemics (i.e. COVID-19 and racial injustice) in the United States offer a unique socio-historical context to explore adolescents' belonging, perceptions of school racial climate, and critical reflection (i.e. awareness of social inequality). Longitudinal data were collected at four points from 906 students attending a public high school in the Southeastern United States. Students completed questionnaires regarding their belonging, critical reflection, and perceptions of equal status at school. Longitudinal invariance for these three constructs was documented for White students but not students of color. Therefore, the cross-lagged panel analysis involving White students only revealed considerably different patterns of associations by learning environment/school year (i.e. virtual/2020–2021, in-person/2021–2022). White students' critical reflection negatively predicted their belonging and perceptions of equal status in school but only during virtual schooling. Further, during in-person schooling, perceptions of equal status predicted belonging. Implications for educational practice and policy are discussed.}, journal={Applied Developmental Science}, publisher={Informa UK Limited}, author={Cerda-Smith, Jacqueline and Yust, Paula and Mulvey, Kelly Lynn}, year={2024}, month={Apr}, pages={1–17} }
@article{ozturk_cerda-smith_joy_mathews_mulvey_2024, title={Pathways to Youth Activism Orientation in STEM: the Role of STEM Classroom Inclusivity and Motivational Beliefs}, volume={9}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-024-02089-1}, DOI={10.1007/s10964-024-02089-1}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Ozturk, Emine and Cerda-Smith, Jacqueline and Joy, Angelina and Mathews, Channing J. and Mulvey, Kelly Lynn}, year={2024}, month={Sep} }
@article{mathews_cerda-smith_joy_knox_bañales_medina_mulvey_2024, title={Patterns of ethnic–racial identity and critical consciousness and associations with science, technology, engineering, and math engagement and perceived barriers: A latent class analysis of youth of color.}, volume={9}, ISSN={1939-0106 1099-9809}, url={http://dx.doi.org/10.1037/cdp0000716}, DOI={10.1037/cdp0000716}, abstractNote={Despite the well-documented scholarship highlighting ethnic-racial identity (ERI) and critical consciousness (CC) as promotive of positive academic outcomes, little research has explored what role these cultural assets may play in shaping science, technology, engineering, and math (STEM) engagement and perceptions of barriers to STEM for youth of color. This work explored relations between racially minoritized youths' patterns of ERI and CC in association with STEM engagement and perceptions of STEM career and educational barriers.}, journal={Cultural Diversity & Ethnic Minority Psychology}, publisher={American Psychological Association (APA)}, author={Mathews, Channing J. and Cerda-Smith, Jacqueline and Joy, Angelina and Knox, Jerica L. and Bañales, Josefina and Medina, Michael and Mulvey, Kelly Lynn}, year={2024}, month={Sep} }
@misc{bowker_rubin_mcdonald_mulvey_güroğlu_nishina_chen_2024, title={Peer Relationships}, ISBN={9781003387145}, url={http://dx.doi.org/10.4324/9781003387145-17}, DOI={10.4324/9781003387145-17}, journal={Developmental Science}, publisher={Routledge}, author={Bowker, Julie C. and Rubin, Kenneth H. and McDonald, Kristina L. and Mulvey, Kelly Lynn and Güroğlu, Berna and Nishina, Adrienne and Chen, Xinyin}, year={2024}, month={Sep}, pages={558–598} }
@inproceedings{zhao_booth_law_ozturk_mathews_winterbottom_mulvey_hartstone-rose_rutland_2024, title={Perceptions of gender stereotypes surrounding STEM careers among young people}, booktitle={International Society for the Study of Behavioral Development}, author={Zhao, M. and Booth, J. and Law, F. and Ozturk, E. and Mathews, C.J. and Winterbottom, M. and Mulvey, K.L. and Hartstone-Rose, A. and Rutland, A.}, year={2024}, month={Jun} }
@article{moon_webster_mulvey_brian_stodden_egan_ha_merica_beets_2024, title={Physical activity interventions to increase children's social and emotional learning: A systematic review and meta‐analysis based on the comprehensive school physical activity programme framework}, volume={12}, ISSN={2049-6613 2049-6613}, url={http://dx.doi.org/10.1002/rev3.3455}, DOI={10.1002/rev3.3455}, abstractNote={Abstract Mounting evidence from intervention research suggests that physical activity (PA) may contribute to children's social and emotional learning (SEL), which is an essential factor in healthy development and well‐being. However, there have been no systematic reviews or meta‐analyses of PA interventions and their effects on children's SEL. Such research is necessary to assess the growing knowledge base in this area and recommend future directions for research and practice. Based on the comprehensive school physical activity programme (CSPAP) framework, we conducted a systematic review and meta‐analysis of PA interventions to increase elementary school children's (5–12 years) SEL. Following the Preferred Reporting Items for Systematic Review and Meta‐Analysis (PRISMA) guidelines we searched six electronic databases for articles during 12–30 April 2021. A total of 32 studies were included in the review and 26 studies were included in the meta‐analysis. The meta‐analysis revealed a small to moderate effect of CSPAP‐aligned PA interventions on SEL (Hedges' g = 0.44). However, there was considerable heterogeneity across studies. PA interventions to increase children's SEL show promise but continued investigation is needed with large sample sizes and rigorous randomised designs. Using the CSPAP framework to guide interventions may facilitate an understanding of how to maximise PA opportunities to enhance children's SEL. Context and implications Rationale for this studyNumerous intervention studies consistently underscore the positive impact of physical activity (PA) on children's social and emotional learning (SEL). However, a notable gap exists: there are no systematic reviews or meta‐analyses that directly examine the effects of PA interventions on children's SEL within the context of the comprehensive school physical activity programme (CSPAP) framework, which offers a methodology for classifying different PA intervention approaches. Why the new findings matterThe findings of this study further enrich the growing body of knowledge, showing that PA interventions have potential to enhance children's SEL. Such research is crucial to evaluate the expanding knowledge in this domain and to propose future directions for both research and practice. Implications for policy makers, university management, funders and studentsThis study suggests the adoption of larger sample sizes and stringent randomised designs in future studies. This will allow researchers to more conclusively address questions related to generalisability and causality. Furthermore, a purposeful incorporation of the CSPAP framework when crafting interventions will offer researchers and practitioners clearer insights into how best to deploy specific PA promotion strategies and understand the synergies between different intervention facets to elevate children's SEL.}, number={1}, journal={Review of Education}, publisher={Wiley}, author={Moon, Jongho and Webster, Collin A. and Mulvey, Kelly Lynn and Brian, Ali and Stodden, David F. and Egan, Cate A. and Ha, Taemin and Merica, Christopher B. and Beets, Michael W.}, year={2024}, month={Jan} }
@inproceedings{mulvey_cerda-smith_joy_ozturk_2024, title={STEM Experiences of High School Students with Disabilities: Discrimination, Course-taking and Perceptions of Barriers}, booktitle={Jean Piaget Society Conference}, author={Mulvey, K.L. and Cerda-Smith, J. and Joy, A. and Ozturk, E.}, year={2024}, month={Jun} }
@inproceedings{fink_mcguire_mulvey_beißert_2024, title={STEM-related stereotypes regarding Turkish children in Germany}, booktitle={International Society for the Study of Behavioral Development}, author={Fink, K. and McGuire, L. and Mulvey, K.L. and Beißert, H.}, year={2024}, month={Jun} }
@article{herry_mulvey_2024, title={Students in the margins: Lesbian, gay, and bi+ students’ perceptions of school climate and discrimination}, volume={2}, ISSN={1936-1653 1936-1661}, url={http://dx.doi.org/10.1080/19361653.2024.2310649}, 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}, publisher={Informa UK Limited}, author={Herry, Emily and Mulvey, Kelly Lynn}, year={2024}, month={Feb}, pages={1–23} }
@article{moon_webster_stodden_brian_mulvey_beets_egan_mcintosh_merica_russ_2024, title={Systematic review and meta-analysis of physical activity interventions to increase elementary children's motor competence: a comprehensive school physical activity program perspective}, volume={24}, ISSN={["1471-2458"]}, DOI={10.1186/s12889-024-18145-1}, abstractNote={Abstract Background Regular participation in physical activity (PA) benefits children’s health and well-being and protects against the development of unhealthy body weight. A key factor in children’s PA participation is their motor competence (MC). The comprehensive school physical activity program (CSPAP) framework offers a way to classify existing PA interventions that have included children’s MC development and understand the potential avenues for supporting children’s MC. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on the MC of elementary school children (aged 5–12 years) from a CSPAP perspective. Methods This study was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. We searched seven electronic databases (PubMed/Medline, Embase, ERIC, SPORTDiscus, CINAHL, Web of Science, and PsycINFO) for articles on 29 November 2021. The CSPAP framework was used to categorize the different intervention approaches. This review was registered with PROSPERO (CRD42020179866). Results Twenty-seven studies were included in the review, and twenty-six studies were included in the meta-analysis. A wide range of PA intervention approaches (e.g., single component or multicomponent) within the context of the CSPAP framework appear to be promising pathways in enhancing children’s MC. The results of the aggregate meta-analysis presented that effect sizes for the development of MC from pre-and post- intervention ranged from moderate to large (Hedges’ g = 0.41−0.79). The analysis revealed that the predicted moderators, including study length, delivery agent, and study design, did not result in statistically significant moderate variations in MC outcomes. There was, however, considerable heterogeneity in study design, instruments, and study context, and studies were implemented in over 11 countries across diverse settings. Conclusions This study uniquely contributes to the literature through its primary focus on the effectiveness of PA interventions on elementary children’s MC. This review emphasizes the importance of customizing CSPAP to fit the specific characteristics of each school setting, including its environmental, demographic, and resource attributes. The effectiveness of CSPAP, particularly its physical education (PE) component, is significantly enhanced when these programs are adapted to address the unique needs of each school. This adaptation can be effectively achieved through targeted professional teacher training, ensuring that PE programs are not only contextually relevant but also optimized for maximum impact in diverse educational environments. Researchers and practitioners should pursue how to effectively translate the evidence into practice to better conceptualize CSPAPs designed for children’s MC development.}, number={1}, journal={BMC PUBLIC HEALTH}, author={Moon, Jongho and Webster, Collin A. and Stodden, David F. and Brian, Ali and Mulvey, Kelly Lynn and Beets, Michael and Egan, Cate A. and Mcintosh, Lori Irene Flick and Merica, Christopher B. and Russ, Laura}, year={2024}, month={Mar} }
@article{kim_batul_bever_mohammed_nepomunceno_owusu_hartstone-rose_mulvey_2024, title={The World Smarts STEM Challenge: A promising approach to fostering STEM and global competence skills for adolescents in the US and Ghana}, volume={19}, ISSN={1932-6203}, url={http://dx.doi.org/10.1371/journal.pone.0311116}, DOI={10.1371/journal.pone.0311116}, abstractNote={Given the increasingly global nature of work, the global workforce needs STEM (science, technology, engineering and math) workers who have both STEM content knowledge and intercultural competence. This study reports on findings from a 10-week bi-national virtual STEM challenge, the World Smarts STEM Challenge, that brought adolescents in the United States and Ghana together to complete a STEM learning program. There were 114 participants from Ghana (female = 56%) and 95 from the US (female = 48%); M age = 16.21 years, SD = 1.65. In Ghana 100% of participants identified as ethnically Ghanaian and in the US participants identified as Black/African-American (50%), Latino/a/x or Hispanic (23.9%), Asian/Asian-American (7.6%), White/European-American (7.6%), bi-racial or multi-racial (7.6%), and “other” (3.3%). After the Challenge, participants increased in awareness of global issues, and engagement with others, but also showed a small but significant decrease in respect for people from other cultural backgrounds. Girls demonstrated an increase in global-mindedness in both countries and Ghanaian participants reported an increase in self-efficacy for global issues and demonstrated significant growth in both STEM ability self-concept and STEM activism orientation. Findings suggest the value of virtual STEM Challenges for building both STEM and global competence skills.}, number={12}, journal={PLOS ONE}, publisher={Public Library of Science (PLoS)}, author={Kim, Esther and Batul, Martha and Bever, Sarah and Mohammed, Amaris and Nepomunceno, Amanda and Owusu, Harrison and Hartstone-Rose, Adam and Mulvey, Kelly Lynn}, editor={Mahmoud, Ali B.Editor}, year={2024}, month={Dec}, pages={e0311116} }
@inproceedings{mulvey_kim_batul_bever_mohammed_nepomunceno_owusu_hartstone-rose_2024, title={The World Smarts STEM Challenge: Fostering STEM and Global Competence Skills for Adolescents in the US and Ghana}, booktitle={International Society for the Study of Behavioral Development}, author={Mulvey, K.L. and Kim, E. and Batul, M. and Bever, S. and Mohammed, A. and Nepomunceno, A. and Owusu, H. and Hartstone-Rose, A.}, year={2024}, month={Jun} }
@inproceedings{ozturk_zhao_hoffman_joy_marlow_law_deutsch_mathews_mcguire_balkwill_et al._2024, title={The effects of mindset and inclusivity on longitudinal trajectories of math motivation in informal STEM youth programs}, booktitle={American Educational Research Association (AERA) Annual Meeting}, author={Ozturk, E. and Zhao, M. and Hoffman, A.J. and Joy, A. and Marlow, C.S. and Law, F. and Deutsch, A.R. and Mathews, C. and McGuire, L. and Balkwill, F. and et al.}, year={2024}, month={Apr} }
@article{ozturk_zhao_joy_marlow_law_deutsch_mathews_hoffman_mcguire_winterbottom_et al._2024, title={The relations between growth mindset, motivational beliefs, and career interest in math intensive fields in informal STEM youth programs}, volume={19}, ISSN={1932-6203}, url={http://dx.doi.org/10.1371/journal.pone.0294276}, DOI={10.1371/journal.pone.0294276}, abstractNote={Past research has shown that growth mindset and motivational beliefs have an important role in math and science career interest in adolescence. Drawing on situated expectancy-value theory (SEVT), this study extends these findings by investigating the role of parental motivational beliefs (e.g., expectancy beliefs, utility values) and parent growth mindset in math on adolescent career interest in math-intensive fields (e.g., mathematics, computer science, statistics, and engineering; MCSE) through adolescent motivational beliefs in math. Structural equation modeling was used to test the hypothesized model using data from 290 adolescents (201 girls, 69.3%; M age = 15.20), who participate in informal STEM (science, technology, engineering, mathematics) youth programs, and their parents (162 parents, 87.7% female) in the United Kingdom and the United States. As hypothesized, adolescent expectancy beliefs, utility values, and growth mindset in math had a significant direct effect on MCSE career interest. Further, there was a significant indirect effect of parental expectancy beliefs in math on MCSE career interest through adolescents’ expectancy beliefs. Similarly, there was a significant indirect effect from parental utility values in math to MCSE career interest through adolescents’ utility values. The findings suggest that parents’ math motivational beliefs play a critical role in adolescent math motivational beliefs and their career interest in math-intensive fields.}, number={4}, journal={PLOS ONE}, publisher={Public Library of Science (PLoS)}, author={Ozturk, Emine and Zhao, Mengya and Joy, Angelina and Marlow, Christina S. and Law, Fidelia and Deutsch, Ashley R. and Mathews, Channing J. and Hoffman, Adam J. and McGuire, Luke and Winterbottom, Mark and et al.}, editor={Saha, GoutamEditor}, year={2024}, month={Apr}, pages={e0294276} }
@article{joy_mathews_hartstone‐rose_mulvey_2024, title={What does a scientist look like? Children's perceptions of scientist gender and skin tone}, volume={9}, ISSN={0036-6803 1949-8594}, url={http://dx.doi.org/10.1111/ssm.18308}, DOI={10.1111/ssm.18308}, abstractNote={Abstract When asked to draw a scientist, children typically draw a gender stereotypical male representation; however, research has not yet assessed these representations in terms of scientist stereotypical skin tone. The current study examined children's ( N = 69, 66.7% female, M age = 7.60, SD = 2.13) scientist perceptions by analyzing both the gender and skin tone of their scientist drawings as well as stereotypical features represented (lab coats, scientific instruments, etc.). This study also examined how these perceptions as reflected in the drawings were related to children's explicit gender stereotypes and their science growth mindset. Boys were less likely to draw a female scientist than were girls. Additionally, children with higher growth mindset were more likely to draw a female scientist. Lastly, with age, children were less likely to draw a female scientist, or a darker skin‐toned scientist as compared with a male or lighter skin‐toned scientist and were more likely to draw a scientist with stereotypical features. This study furthers our knowledge of children's perceptions about scientists.}, journal={School Science and Mathematics}, publisher={Wiley}, author={Joy, Angelina and Mathews, Channing J. and Hartstone‐Rose, Adam and Mulvey, Kelly Lynn}, year={2024}, month={Sep} }
@article{midgette_mulvey_2024, title={White American students’ recognition of racial microaggressions in higher education.}, volume={17}, ISSN={1938-8934 1938-8926}, url={http://dx.doi.org/10.1037/dhe0000391}, DOI={10.1037/dhe0000391}, abstractNote={Racial microaggressions often occur in U.S. higher education. However, less is known about how White American students reason about their evaluations of racial microaggressions. The current study investigated how 213 White college students (54.46% cisgender women) attending a PWI in the Southeast U.S. in the Fall of 2019 justified their evaluations of the acceptability of racial microaggressions presented in vignettes. Following Social Domain Theory, to assess participants' social reasoning, we conducted quantitative content analysis of participants' open-ended justifications for their evaluations. Multiple regression analyses revealed that participants were less likely to evaluate racial microaggressions as negative the more they employed justifications focused on 1) assuming that the behaviors in the situation followed conventions of the classroom, 2) judging the professor's response as correct, and 3) asserting that the behavior was likely to happen to anyone. Further, the higher participants' endorsement of color-blind attitudes the more likely they were to evaluate racial microaggressions as appropriate. However, reasoning centered on 1) assuming differential treatment based on race, 2) perceiving the behavior as harmful, and 3) considering the behavior was against conventional expectations was associated with finding racial microaggressions to be more negative. The current study highlights the value of investigating underlying reasoning behind evaluating racial microaggressions in addition to color-blind attitudes. The findings suggest that higher education professionals should consider interventions which pay particular attention to unpacking students' reasoning, untangling acceptance of Ethnocentric narratives and providing information that challenges classroom behaviors that, while potentially appearing conventional, in fact perpetuate harm through microaggressions.}, number={1}, journal={Journal of Diversity in Higher Education}, publisher={American Psychological Association (APA)}, author={Midgette, Allegra J. and Mulvey, Kelly Lynn}, year={2024}, month={Feb}, pages={54–67} }
@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={0261-510X 2044-835X}, url={http://dx.doi.org/10.1111/bjdp.12480}, DOI={10.1111/bjdp.12480}, abstractNote={Abstract A growing body of research has attended to the experiences of transgender and gender non‐conforming (TGN) youth's gender identity development. However, practical and ethical concerns have impeded our ability to understand the experiences of TGN youth. Thus, the aim of this study was to utilize one‐on‐one semi‐structured interviews to explore White American TGN adults' ( N = 15) retrospective accounts of their gender identity development in childhood and adolescence. Findings demonstrate considerable heterogeneity in TGN adults' retrospective accounts of their gender identity development. However, TGN adults consistently highlighted the role of social (e.g. friends, family and teachers) and contextual (e.g. online, offline, educational and geographical) factors in their gender identity journeys. This study provides new insight into the role of social and contextual factors in TGN adults' retrospective accounts of their gender identity development, demonstrating the importance of continuing to examine these factors in gender diversity research.}, journal={British Journal of Developmental Psychology}, publisher={Wiley}, author={Herry, Emily and Rodan, S. M. and Martin, Madeline and Sanjak, Mariam M. and Mulvey, Kelly Lynn}, year={2024}, month={Mar} }
@article{cerda-smith_grant_yust_mathews_mulvey_2024, title={“A Different Pair of Glasses”: Impacts of a School-Based Antiracist Intervention on Student and Teacher Critical Race Consciousness}, url={https://doi.org/10.31234/osf.io/2r4bp}, DOI={10.31234/osf.io/2r4bp}, abstractNote={Antiracist education is a highly politicized and contested issue in the United States, but research regarding the outcomes of school-based antiracist efforts is limited. This qualitative study with high school students (n = 15) and teachers (n = 7) examined impacts of a school-wide antiracist intervention on participants’ critical race consciousness (i.e., beliefs, feelings, and actions that challenge racism). Semi-structured, individual interviews revealed how the antiracist intervention, which involved reading and discussing the book Stamped: Racism, Antiracism, and You by Jason Reynolds and Dr. Ibram. X Kendi, engaged students and teachers in racism analysis, racial reflexivity, and antiracist actions. Specifically, participants provided rich descriptions of how the Stamped intervention (a) encouraged them to take on new perspectives, feel responsible and committed to racial justice, and take interpersonal antiracist action and (b) enhanced their understanding and recognition of systemic racism and link historical and modern racism. Some developmental trends emerged in which teachers were more likely to be reflexive and discuss the interplay between analysis, reflexivity, and action. Implications for educational and developmental theory as well as antiracist programming are discussed.}, author={Cerda-Smith, Jacqueline and Grant, Caroline and Yust, Paula and Mathews, Channing and Mulvey, Kelly Lynn}, year={2024}, month={Apr} }
@inproceedings{mulvey_cerda-smith_joy_herry_marlow_mathews_2023, title={Adolescents’ Evaluations of Peer and Teacher Unfair Treatment: Expected Interventions}, booktitle={Adverse Experiences at School: Bias-based Bullying by Peers and Unfair Treatment by Teachers. Society for Research in Child Development Conference}, author={Mulvey, K.L. and Cerda-Smith, J. and Joy, A. and Herry, E. and Marlow, C.S. and Mathews, C.}, year={2023}, month={Mar} }
@article{mcguire_marlow_hoffman_joy_law_hartstone‐rose_rutland_winterbottom_balkwill_burns_et al._2023, title={Children's and adolescents’ evaluations of wealth‐related STEM inequality}, volume={33}, ISSN={0961-205X 1467-9507}, url={http://dx.doi.org/10.1111/sode.12710}, DOI={10.1111/sode.12710}, abstractNote={The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents' perceptions of STEM ability and access to opportunities as a function of wealth, as well as their desire to rectify such inequalities. Participants (}, number={1}, journal={Social Development}, publisher={Wiley}, author={McGuire, Luke and Marlow, Christina and Hoffman, Adam J. and Joy, Angelina and Law, Fidelia and Hartstone‐Rose, Adam and Rutland, Adam and Winterbottom, Mark and Balkwill, Frances and Burns, Karen P. and et al.}, year={2023}, month={Sep} }
@article{moon_webster_brian_stodden_mulvey_2023, title={Development of the system for observing virtual real time lessons in physical education (SOVRTL-PE): A tool to support preservice teachers’ applied learning experiences}, volume={196}, ISSN={0360-1315}, url={http://dx.doi.org/10.1016/j.compedu.2023.104738}, DOI={10.1016/j.compedu.2023.104738}, abstractNote={In tandem with increased reliance on virtual teaching in K-12 schools, the purpose of this study was to develop a systematic observation instrument – the System for Observing Virtual Real Time Lessons in Physical Education (SOVRTL-PE) – to support teacher candidates' development of distance-delivery teaching skills during preservice training. SOVRTL-PE is designed specifically to capture and measure recommended instructional practices for teaching synchronous online physical education (OLPE) lessons to students in K-12 school settings. Instrument development entailed steps taken to address validity and reliability. To address validity, we created an a priori conceptual framework from the literature on OLPE, drew from observations of OLPE lessons and conducted a Delphi survey. Steps taken to address reliability included devising a coding system, pilot testing the instrument, and establishing inter- and intra-observer reliability. Results supported the validity and reliability of SOVRTL-PE. This new instrument provides teacher education programs with an evidence-informed tool to optimize teacher candidates’ preparation for effectively conducting lessons when OLPE is a suitable alternative to in-person educational programming.}, journal={Computers & Education}, publisher={Elsevier BV}, author={Moon, Jongho and Webster, Collin A. and Brian, Ali and Stodden, David F. and Mulvey, Kelly Lynn}, year={2023}, month={Apr}, pages={104738} }
@article{gönültaş_mulvey_2023, title={Does negative media representation shape adolescents' discrimination towards Syrian refugees through threat perception and prejudice?}, volume={95}, ISSN={0147-1767}, url={http://dx.doi.org/10.1016/j.ijintrel.2023.101807}, DOI={10.1016/j.ijintrel.2023.101807}, abstractNote={The current study examined whether adolescents' desired social distance from Syrian refugees is shaped by negative media representation about refugees through threat perception and prejudice. Participants consisted of 587 Turkish high (Mage = 14.81, SD = 0.97) and middle school (Mage = 12.19, SD = 1.01) students. Negative media perception was measured in different contexts: TV programs, news, newspapers/magazines, and social media. Adolescents' desired social distance from Syrian refugees was measured through their preference for how socially distant from a Syrian peer in their neighborhood and school they wished to be. Perceived threat and prejudice were examined as possible mediators of the relationship between media exposure and discrimination. Results showed that more negative media representation was related to perceived threat and greater prejudice, which led to greater desired social distance from refugees. Findings provide important implications about how media can be an important tool in shaping intergroup attitudes towards Syrian refugees during adolescence.}, journal={International Journal of Intercultural Relations}, publisher={Elsevier BV}, author={Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2023}, month={Jul}, pages={101807} }
@article{mulvey_hope_vezzali_2023, title={Editorial: Challenging injustice: Understanding upstanding, civic action, and bystander intervention to promote justice}, volume={33}, ISSN={1052-9284 1099-1298}, url={http://dx.doi.org/10.1002/casp.2692}, DOI={10.1002/casp.2692}, abstractNote={Abstract Throughout history, individuals and communities have come together to challenge injustice in the local community and across the globe. In recent years, we have seen communities rally together to advocate for changes in policy and practice to address injustices faced by marginalized and disenfranchised groups of people. For instance, communities have taken action through the Movement for Black Lives in the United States, the women's uprising in Iran following the death of Mahsa Amini, and the pro‐democracy protests in Hong Kong. These challenges to social injustices are not only led by adults. Rather, youth engage in civic action to amplify the voices of those who are marginalized, isolated, or victimized and frequently organize to protest injustice and foster collective action through social media or other technology. These challenges to injustice often arise from community‐led efforts, rooted in the unique contexts and histories of the local community. This special issue considers challenging injustice broadly to include bystander intervention in instances of bullying, harassment, or aggression, political and civic engagement, anti‐racist or anti‐oppression activism, and resistance to injustice in institutions and communities. Three overarching themes are featured in this special issue: (1) work examining bullying experiences and factors that motivate bystander intervention in response to bullying; (2) scholarship exploring identity, socialization, and critical action and (3) research focused on collective action and challenging inequalities.}, number={2}, journal={Journal of Community & Applied Social Psychology}, publisher={Wiley}, author={Mulvey, Kelly Lynn and Hope, Elan C. and Vezzali, Loris}, year={2023}, month={Mar}, pages={181–185} }
@inproceedings{mulvey_cerda-smith_joy_mathews_2023, title={Factors that Predict Adolescents’ Engagement with STEM In and Out of School}, booktitle={STEM Inequity: Promoting STEM Engagement and Challenging STEM Stereotypes among Marginalized Youth. Society for Research in Child Development Conference}, author={Mulvey, K.L. and Cerda-Smith, J. and Joy, A. and Mathews, C.}, year={2023}, month={Mar} }
@article{mulvey_cerda-smith_joy_mathews_ozturk_2023, title={Factors that predict adolescents' engagement with STEM in and out of school}, volume={5}, ISSN={["1520-6807"]}, url={https://doi.org/10.1002/pits.22946}, DOI={10.1002/pits.22946}, abstractNote={Abstract Maintaining adolescents' engagement with STEM (science, technology, engineering, and math) in and out of school may help ensure that adolescents are prepared to enter the STEM workforce. This study aims to extend prior work by documenting internal and external factors that matter for both STEM class engagement as well as engagement with STEM outside of school through STEM activism. Participants included ninth and tenth grade students ( N = 852) from ethnically diverse public schools in the Southeastern United States, approximately evenly divided by gender. Findings from regression analyses revealed that girls and participants who perceive educational barriers to STEM were less engaged in STEM classes, whereas those who reported learning about more male scientists in class, and those who reported higher levels of belonging, STEM growth mindset, and STEM motivation were more engaged in STEM classes. Those who reported higher critical motivation, critical action, belonging, and STEM motivation were more engaged in STEM activism outside of school. Findings suggest that STEM teachers and out‐of‐school program developers may learn new ways to engage students from each other. Further, findings highlight some factors that may promote engagement in STEM both in and out of schools such as belonging and STEM motivation.}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Mulvey, Kelly Lynn and Cerda-Smith, Jacqueline and Joy, Angelina and Mathews, Channing and Ozturk, Emine}, year={2023}, month={May} }
@inproceedings{marlow_strelan_mulvey_2023, title={Forgiving and Retaliatory Responses Toward Conventional Rule Breaking: The Role of Theory of Mind}, booktitle={An Integrative Perspective on the link between Theory of Mind and Moral Development. Society for Research in Child Development Conference}, author={Marlow, C.S. and Strelan, P. and Mulvey, K.L.}, editor={Farooq, A.Editor}, year={2023}, month={Mar} }
@article{midgette_anderson_geiger_slawon_derrow_mulvey_2023, title={How college students in the United States make sense of examples of gender and intersectional microaggressions in classroom settings}, volume={40}, ISSN={0265-4075 1460-3608}, url={http://dx.doi.org/10.1177/02654075231193442}, DOI={10.1177/02654075231193442}, abstractNote={Women and racially minoritized college students report frequent experiences of being targets of gender and race-based microaggressions in the classroom context. However, while much research has focused on reports of experiences by targets, less is known about how observers would evaluate and make sense of these microaggressive experiences. Thus the present study used vignettes based on real-life situations to ascertain how 272 college students (76% White, 52% ciswomen) in the United States interpreted gender-based and intersectional microaggressions occurring in the classroom. Thematic analysis revealed that microaggressions were deemed acceptable when participants believed: 1) the situation humorous, 2) the instructor did not cause the situation, or 3) the stereotype/statement to be true. Microaggressions were evaluated negatively when: 1) the topic was deemed sensitive, 2) the classroom was perceived as unsuitable, or the instructor was seen as: 3) making students uncomfortable, 4) being defensive, or 5) teaching misinformation. The findings highlight the complexity involved in observers evaluating and interpreting gender-based and intersectional microaggressions.}, number={12}, journal={Journal of Social and Personal Relationships}, publisher={SAGE Publications}, author={Midgette, Allegra J. and Anderson, Grace and Geiger, Sara and Slawon, Rogerlyne and Derrow, Brock and Mulvey, Kelly Lynn}, year={2023}, month={Jul}, pages={3906–3931} }
@article{joy_mathews_zhao_law_mcguire_hoffman_balkwill_burns_butler_drews_et al._2023, title={Interest, Mindsets and Engagement: Longitudinal Relations in Science Orientations for Adolescents in Informal Science Programs}, volume={52}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-023-01734-5}, DOI={10.1007/s10964-023-01734-5}, abstractNote={Little is known about the factors that influence engagement for adolescents participating in informal youth science programs. This study examined longitudinal reciprocal associations between adolescents' science engagement, interest, and growth mindset. Participants were adolescents (M age = 15.06, SD = 1.82 years, 66.8% female) from the UK (n = 168) and the US (n = 299). A cross lagged path analysis indicated that participants' science growth mindset at baseline was positively related to interest, and engagement at year 1, and science interest at year 1 was positively related to growth mindset at year 2. Additionally, girls had lower science growth mindsets than boys. This evidence suggests that informal programs may encourage positive STEM trajectories by fostering engagement, growth mindset and interest.}, number={5}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Joy, Angelina and Mathews, Channing J. and Zhao, Mengya and Law, Fidelia and McGuire, Luke and Hoffman, Adam J. and Balkwill, Frances and Burns, Karen P. and Butler, Laurence and Drews, Marc and et al.}, year={2023}, month={Feb}, pages={1088–1099} }
@inproceedings{ozturk_zhao_joy_marlow_law_deutsch_mathews_hoffman_mcguire_winterbottom_et al._2023, title={Pathways from math growth mindset to math intensive science career interest: Evidence from a longitudinal cohort study of adolescents in informal science programs}, booktitle={Development of science orientation beyond the classroom: The role of informal science programs, American Psychological Association (APA), Division 7 (Developmental Psychology}, author={Ozturk, E. and Zhao, M. and Joy, A. and Marlow, C. and Law, F. and Deutsch, A. and Mathews, C. and Hoffman, A.J. and McGuire, L. and Winterbottom, M. and et al.}, editor={Mulvey, K.L. and Ozturk, E.Editors}, year={2023}, month={Aug} }
@inproceedings{mathews_cerda-smith_bañales_medina_mulvey_2023, title={Patterns of Ethnic-Racial Identity and Critical Reflection with Perceived Barriers: A Latent Class Analysis}, booktitle={Ethnic-Racial Identity and its Links to Critical Consciousness, Socialization, and Diversity. Society for Research in Child Development Conference}, author={Mathews, C. and Cerda-Smith, J. and Bañales, J. and Medina, M. and Mulvey, K.L.}, year={2023}, month={Mar} }
@inproceedings{cerda-smith_mathews_joy_mulvey_2023, title={Predictors of High School Students' Advanced STEM Course Intentions}, booktitle={2023 Society for Research in Child Development Conference}, author={Cerda-Smith, J. and Mathews, C. and Joy, A. and Mulvey, K.L.}, year={2023}, month={Mar} }
@article{herry_gönültaş_mulvey_2023, title={Predictors of college students’ reasoning and responses to gender-based social exclusion}, volume={26}, ISSN={1381-2890 1573-1928}, url={http://dx.doi.org/10.1007/s11218-022-09748-w}, DOI={10.1007/s11218-022-09748-w}, number={2}, journal={Social Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Herry, Emily and Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2023}, month={Jan}, pages={405–431} }
@inproceedings{zhao_mathews_mulvey_hartstone-rose_mcguire_hoffman_winterbottom_joy_law_balkwill_et al._2023, title={Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging}, booktitle={STEM Inequity: Promoting STEM Engagement and Challenging STEM Stereotypes among Marginalized Youth. Society for Research in Child Development Conference}, author={Zhao, M. and Mathews, C. and Mulvey, K.L. and Hartstone-Rose, A. and McGuire, L. and Hoffman, A. and Winterbottom, M. and Joy, A. and Law, F. and Balkwill, F. and et al.}, year={2023}, month={Mar} }
@inproceedings{mulvey_hartstone-rose_mohammed_bever_2023, title={Promoting US and Ghanaian Students’ STEM Interest, Self-Efficacy and Global Mindedness through Bi-national STEM Programming}, booktitle={Unpacking the learning and benefits of STEM engagement across formal and informal learning contexts, at the American Educational Association Conference}, author={Mulvey, K.L. and Hartstone-Rose, A. and Mohammed, A. and Bever, S.}, year={2023}, month={Apr} }
@article{zhao_ozturk_law_joy_deutsch_marlow_mathews_mcguire_hoffman_balkwill_et al._2023, title={Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning}, volume={53}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-023-01868-6}, DOI={10.1007/s10964-023-01868-6}, abstractNote={Abstract Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) from six STEM youth programs, each at a different informal science learning site within the U.K. and the U.S. Longitudinal structural equation modelling demonstrated that science efficacy consistently predicted STEM identity and scientist career interest, and similarly, STEM identity consistently predicted science efficacy over a two-year period. Scientist career interest at 12 months predicted science efficacy at 24 months. The coefficients of efficacy predicting STEM identity and scientist career interest were significantly larger compared to STEM identity and scientist career interest in predicting science efficacy from 12 months to 24 months. Further mediation analysis supported a significant pathway from STEM identity at 3 months to scientist career interest at 24 months via 12-month science efficacy. The findings highlight that science efficacy and STEM identity for girls relate to their scientist career interest and these longitudinal associations are reciprocal. This study suggests that science efficacy and STEM identity mutually influence each other, and enhancing science efficacy and STEM identity is key to promoting adolescents’ interest in being a scientist.}, number={2}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Zhao, Mengya and Ozturk, Emine and Law, Fidelia and Joy, Angelina and Deutsch, Ashley R. and Marlow, Christina S. and Mathews, Channing J. and McGuire, Luke and Hoffman, Adam J. and Balkwill, Frances and et al.}, year={2023}, month={Oct}, pages={472–484} }
@article{cerda‐smith_joy_mathews_knox_mulvey_2023, title={STEM‐related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis}, volume={107}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/sce.21784}, DOI={10.1002/sce.21784}, abstractNote={Abstract Racially minoritized groups are underrepresented in science, technology, engineering, and math (STEM) degree programs and careers, warranting the need to examine students' racialized experiences in K‐12 settings that may influence their STEM persistence. In particular, the current study explored adolescent perceptions of school racial climate (SRC) as a potential contributor to pre‐college racial disparities in STEM. We used latent class analysis to group adolescents based on their SRC perceptions and explored group differences in their interest in a STEM career and their belonging, psychological needs satisfaction, and engagement in STEM courses. Adolescent participants ( N = 412, 50.2% female, 36.9% male, 12.9% other/not reported, M age = 15.72 years, standard deviation = 1.24) attending five high schools in the Southeastern United States, were grouped into five classes based on their perceptions of SRC: Critical SRC (CritSRC), Average SRC, Average with Stereotyping, Positive SRC (PosSRC), and Positive with Stereotyping. Latent class membership differed by race, age, and learning environment. Results revealed that students with more positive perceptions of SRC reported greater belonging, engagement, and needs satisfaction in their STEM courses and more interest in a STEM career compared to students with CritSRC perceptions. Findings also indicated that White students were more likely than Black students to perceive a PosSRC. Recommendations for areas of future research and policy implications are discussed.}, number={3}, journal={Science Education}, publisher={Wiley}, author={Cerda‐Smith, Jacqueline and Joy, Angelina and Mathews, Channing and Knox, Jerica and Mulvey, Kelly Lynn}, year={2023}, month={Jan}, pages={651–676} }
@inproceedings{joy_mathews_cerda-smith_kox_mulvey_2023, title={The Roles of School Racial Climate and STEM Classroom Climate in Adolescents’ Gender and Racial Peer Inclusion and Attribution Decisions}, booktitle={Understanding the Antecedents of Gender and Ethnic Under-representation in STEM among Children and Adolescents. Society for Research in Child Development Conference}, author={Joy, A. and Mathews, C. and Cerda-Smith, J. and Kox, J. and Mulvey, K.L.}, year={2023}, month={Mar} }
@article{hoffman_mcguire_mathews_joy_law_drews_rutland_hartstone-rose_winterbottom_mulvey_2023, title={The importance of trust in the relation between COVID-19 information from social media and well-being among adolescents and young adults}, volume={18}, ISSN={["1932-6203"]}, DOI={10.1371/journal.pone.0282076}, abstractNote={During the COVID-19 pandemic, young people have been exposed to distressing content about COVID-19 without knowing whether they can trust such content. This indicates a need to examine the effects of social media use on mental health and well-being. Existing research provides an inconsistent impression of such effects. Thus, we examined the relation between exposure to COVID-19 information on social media and well-being and assessed if trust in COVID-19 information on social media moderated this relationship. The sample consisted of 168 adolescents and young adults from the U.K. and U.S. ( M age = 17.4 years). Participants completed measures of exposure to, and trust in, COVID-19 information on social media platforms, and measures of emotional, psychological, and social well-being. Results revealed a null to positive relation between exposure to COVID-19 information on social media and well-being across measures. However, when trust was added to the models as a moderator, results indicated that, for adolescents with higher levels of trust in COVID-19 information found on social media, the relation between information encountered on social media and well-being was positive. In contrast, for adolescents with lower levels of trust, the association between information encountered on social media and well-being was null or sometimes negative. Given the lack of consensus about the impact of social media use on well-being, these results point to the importance of trust when assessing the relationship between exposure to COVID-19 information and well-being.}, number={3}, journal={PLOS ONE}, author={Hoffman, Adam J. J. and McGuire, Luke and Mathews, Channing J. J. and Joy, Angelina and Law, Fidelia and Drews, Marc and Rutland, Adam and Hartstone-Rose, Adam and Winterbottom, Mark and Mulvey, Kelly Lynn}, year={2023}, month={Mar} }
@article{joy_mathews_cerda-smith_knox_mulvey_2023, title={The roles of school racial climate and science, technology, engineering, and mathematics classroom climate in adolescents’ gender and racial peer inclusion and attribution decisions}, volume={226}, ISSN={0022-0965}, url={http://dx.doi.org/10.1016/j.jecp.2022.105573}, DOI={10.1016/j.jecp.2022.105573}, abstractNote={Adolescents use social identities and reasoning to make peer inclusion and attribution decisions. School climate plays a role in these decisions. Thus, this study analyzed how school racial climate and STEM (science, technology, engineering, and math) classroom climate were associated with the choices of adolescents (N = 294; Mage = 15.72 years; 52.3 % female; 36.7 % White/European American, 32.9 % Black/African American, 11.2 % Latino/Hispanic [the most common racial/ethnic groups in the schools where data collection took place]) in two tasks: peer inclusion and attribution of ability. On the peer inclusion task, participants were more likely to choose a non-White peer for a STEM activity if they had lower perceptions of stereotyping at school, and they were more likely to choose a female peer if they were female. Participants were more likely to use reasoning based on personal characteristics when choosing a peer, but female participants who chose a female peer were more likely to use reasoning based on gender. On the attribution task, participants were more likely to choose a non-White peer if they perceived greater STEM connectedness, and they were more likely to choose a White or male peer if they had more positive relationships with their STEM teachers. Therefore, students' perceptions of school racial climate relate to adolescents' peer inclusion decisions, and their perceptions of STEM classroom climate relate to adolescents' ability attributions. Schools may need to focus on creating welcoming school and classroom environments as a way to promote equity in STEM.}, journal={Journal of Experimental Child Psychology}, publisher={Elsevier BV}, author={Joy, Angelina and Mathews, Channing J. and Cerda-Smith, Jacqueline and Knox, Jerica L. and Mulvey, Kelly Lynn}, year={2023}, month={Feb}, pages={105573} }
@inproceedings{gönültaş_mulvey_2023, title={Theory of Mind, Discrimination and Prejudice towards Refugees: Mediation through Egalitarian Beliefs and Perceived Inequality}, booktitle={An Integrative Perspective on the link between Theory of Mind and Moral Development. Society for Research in Child Development Conference}, author={Gönültaş, S. and Mulvey, K.L.}, year={2023}, month={Mar} }
@article{hitti_gönültaş_mulvey_2023, title={What motivates adolescent bystanders to intervene when immigrant youth are bullied?}, volume={33}, ISSN={1050-8392 1532-7795}, url={http://dx.doi.org/10.1111/jora.12829}, DOI={10.1111/jora.12829}, abstractNote={Pathways to bystander responses were examined in both generalized and bias-based bullying incidents involving immigrant-origin victims. Participants were 168 (Mage = 14.54, 57% female) adolescents of immigrant (37.5%) and nonimmigrant backgrounds, who responded to their likelihood of intervening on behalf of either an Arab or Latine victim. Models tested whether contact with immigrants and one's desires for social contact with immigrant-origin peers mediated the effects of individual (shared immigrant background, and discriminatory tendencies) and situational (inclusive peer norms) intergroup factors on active bystander responses. Findings indicated that desires for social contact reliably mediated effects across both victims; however, contact with immigrant peers was only associated with responses to Latine victims. Implications for how to promote bystander intervention are discussed.}, number={2}, journal={Journal of Research on Adolescence}, publisher={Wiley}, author={Hitti, Aline and Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2023}, month={Jan}, pages={603–617} }
@inproceedings{hitti_gönültaş_mulvey,_2023, title={What motivates adolescent bystanders to intervene when immigrant youth are bullied?}, booktitle={Bias-based Bullying among Adolescents: Protective Factors and Bystander Interventions, at the American Educational Association Conference}, author={Hitti, A. and Gönültaş, S. and Mulvey,, K.L.}, year={2023}, month={Apr} }
@misc{mulvey_hitti_killen_2023, title={When fairness and group loyalty conflict: Social exclusion, prejudice, and bias in adolescence and early adulthood.}, ISBN={143383314X 1433832364 9781433833144 9781433832369}, url={http://dx.doi.org/10.1037/0000298-010}, DOI={10.1037/0000298-010}, journal={APA handbook of adolescent and young adult development.}, publisher={American Psychological Association}, author={Mulvey, Kelly Lynn and Hitti, Aline and Killen, Melanie}, year={2023}, pages={159–173} }
@inproceedings{cerda-smith_yust_weeks_mulvey_asher_2022, title={Adolescent Well-Being and School Diversity: A Needs-Based Partnership Examining Virtual Learning and Interventions in Light of COVID-19 and Systemic Racism (Poster 30)}, url={http://dx.doi.org/10.3102/ip.22.1963415}, DOI={10.3102/ip.22.1963415}, booktitle={AERA 2022}, publisher={AERA}, author={Cerda-Smith, Jacqueline and Yust, P. and Weeks, M. and Mulvey, K.L. and Asher, S.}, year={2022} }
@article{cerda-smith_gönültaş_mulvey_2022, title={Adolescent peer aggression judgments and expected bystander intervention in teen dating violence}, volume={79}, ISSN={0193-3973}, url={http://dx.doi.org/10.1016/j.appdev.2022.101389}, DOI={10.1016/j.appdev.2022.101389}, abstractNote={Instances of teen dating violence (TDV), like other forms of aggression, can involve both physical and social harm. This study (1) compares adolescent acceptability judgments and bystander expectations about a hypothetical TDV story to platonic physical aggression (PPA) and platonic social aggression (PSA) stories and (2) explores how individual, peer, and school climate factors relate to TDV bystander expectations. Adolescent participants (N = 828, 50.8% female) were less accepting of and more likely to expect to intervene in PPA compared to TDV and PSA. Females were less accepting and more likely to expect to intervene across all stories compared to males. In the TDV story, less TDV acceptance and higher rates of empathy and positive student-teacher relationships were associated with greater intervention expectations, whereas those nominated as “popular” and “least liked” were less likely to expect to intervene. Implications for programing aimed at reducing TDV through bystander intervention are discussed.}, journal={Journal of Applied Developmental Psychology}, publisher={Elsevier BV}, author={Cerda-Smith, Jacqueline and Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2022}, month={Mar}, pages={101389} }
@article{marlow_gönültaş_mulvey_2022, title={Adolescents’ Expectations for Types of Victim Retaliation Following Direct Bullying}, volume={52}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-022-01710-5}, DOI={10.1007/s10964-022-01710-5}, abstractNote={Little is known about adolescents' expectations around how victims of bullying might retaliate following victimization. These expectations are important as they may inform adolescent's own behaviors, particularly intervention behaviors, in regard to bullying and potential retaliation. This study investigated adolescents' retaliation expectations and expected bystander reactions to retaliation following physical and social bullying. Participants included 6th grade (N = 450, Mage = 11.73 years, SD = 0.84) and 9th grade (N = 446, Mage = 14.82 years) adolescents (50.2% female, 63.3% European American, 22.9% African American, 3.9% Latino/a, 7% Multiracial, 2.9% Other) from middle-to-low-income U.S. public schools. Participants responded to open-ended prompts about victim responses to bullying, rating retaliation acceptability, and likelihood of engaging in bystander behaviors. ANOVAs were conducted to examine differences in retaliation expectation by type of aggression. Further, linear regressions were used to explore what factors were related to participants' expectations regarding bystander intervention. Participants expected victims to retaliate by causing harm and expected the type of retaliation to match the type of bullying. Younger participants were more specific and males were more likely to expect physical harm than females. Finally, acceptability of retaliation predicted bystander interventions. Adolescents expect aggressive retaliation suggesting that intervention might focus on teaching them ways to respond when they are bullied or observe bullying.}, number={3}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Marlow, Christina and Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2022}, month={Nov}, pages={533–546} }
@article{zheng_jiang_mulvey_2022, title={Adolescents’ and emerging adults’ judgments and justifications for social inclusion or exclusion of language-outgroup members: Language is just part of the story}, volume={25}, ISSN={1368-4302 1461-7188}, url={http://dx.doi.org/10.1177/13684302211005845}, DOI={10.1177/13684302211005845}, abstractNote={Language becomes an important intergroup category for children from early on in their lives; however, few studies have examined the role language plays in social inclusion and exclusion. This study examines how adolescents and emerging adults in China make inclusion judgments of language-outgroup members and what reasons they use to justify their inclusion judgments. High school and university students ( N = 376, 63.3% female) were recruited to complete a survey designed to examine their inclusion judgments and justifications. Our findings indicate that participants made different inclusion judgments toward speakers of different languages, and language was the most frequently used justification. They also used group identity, personal choice, and autonomy, group functioning, nationality, moral, and political/historical reasons as justifications. Adolescents were found to be more exclusive than emerging adults and used group identity and political/historical reasons more often to justify their inclusion judgments. The findings add to our understanding of the sophisticated ways in which adolescents and emerging adults make social decisions.}, number={5}, journal={Group Processes & Intergroup Relations}, publisher={SAGE Publications}, author={Zheng, Jiali and Jiang, Ning and Mulvey, Kelly Lynn}, year={2022}, month={Aug}, pages={1353–1371} }
@inproceedings{marlow_gönültaş_mulvey_2022, title={Adolescents’ expectations for retribution against bullying}, booktitle={Theory-Theory turns 30-something: Reflections and new directions, Cognitive Development Society 2022 Pre-Conference}, author={Marlow, C. and Gönültaş, S. and Mulvey, K.L.}, year={2022}, month={Apr} }
@inproceedings{mulvey_richardson_gönültaş_2022, title={But, She Wasn’t Being Careful! Role of False Belief Understanding in Moral Judgments About Victim and Transgressor Negligence}, booktitle={International Society for the Study of Behavioral Development}, author={Mulvey, K.L. and Richardson, C. and Gönültaş, S.}, year={2022}, month={Jun} }
@inproceedings{gönültaş_mulvey_2022, title={Bystanders’ Justifications and Reasoning to Intergroup Bullying of Refugee Youth: The Role of Theory of Mind}, booktitle={26th Biennial Meeting of the International Society for the Study of Behavioral Development (ISSBD)}, author={Gönültaş, S. and Mulvey, K.L.}, year={2022}, month={Jun} }
@article{sims_rizzo_mulvey_killen_2022, title={Desire to play with counterstereotypical peers is related to gender stereotypes and playmate experiences.}, volume={58}, ISSN={1939-0599 0012-1649}, url={http://dx.doi.org/10.1037/dev0001269}, DOI={10.1037/dev0001269}, abstractNote={This study investigated the role of children's gender stereotypes and peer playmate experiences in shaping their desire to play with peers who hold counterstereotypical preferences (e.g., a boy who likes dolls or a girl who likes trucks). Children (N = 95; 46 girls, 49 boys; 67% White, 18% Black, 8% Latinx, 4% Asian, 3% other; median household income = $US97,810) who were 4 to 8 years old (M = 6.11 years old, SD = 1.34) were interviewed about their gender stereotypes about toy preferences, how often they engage in counterstereotypical playmate experiences, and their desire to play with peers who hold counterstereotypical toy preferences. Children with less gender stereotype-consistent expectations reported more playmate experiences with children who played with toys that were gender counterstereotypical compared to children with more gender stereotype-consistent expectations. Additionally, children with less gender stereotype-consistent expectations reported a greater desire to play with peers who held counterstereotypical toy preferences compared to children with more gender stereotype-consistent expectations. Younger children's reported playmate experiences with peers who liked toys that were gender counterstereotypical and their desire to play with these peers were strongly related to their gender stereotypical expectations (and more so than for older children). Together, these findings indicate that children's gender stereotypes and peer playmate experiences are related to their desire to play with peers who hold counterstereotypical toy preferences, highlighting the importance of facilitating diverse friendships for promoting inclusive orientations in childhood. (PsycInfo Database Record (c) 2022 APA, all rights reserved).}, number={3}, journal={Developmental Psychology}, publisher={American Psychological Association (APA)}, author={Sims, Riley N. and Rizzo, Michael T. and Mulvey, Kelly Lynn and Killen, Melanie}, year={2022}, month={Mar}, pages={510–521} }
@article{gönültaş_mulvey_2022, title={Do Adolescents Intervene in Intergroup Bias‐based Bullying? Bystander Judgments and Responses to Intergroup Bias‐based Bullying of Refugees}, volume={33}, ISSN={1050-8392 1532-7795}, url={http://dx.doi.org/10.1111/jora.12752}, DOI={10.1111/jora.12752}, abstractNote={This study examined 587 Turkish adolescents’ ( M age = 13.14, SD = 1.61) judgments and bystander responses towards hypothetical intragroup interpersonal (Turkish victim) and intergroup bias‐based (Syrian refugee victim) bullying. Intergroup factors and social‐cognitive skills were assessed as predictors. Findings revealed that adolescents were less likely to see bullying as acceptable and less likely to explicitly support the bully in intragroup interpersonal bullying compared to intergroup bias‐based bullying. Further, adolescents with higher theory of mind and empathy were more likely to evaluate intergroup bias‐based bullying as less acceptable and more likely to challenge the bully. Adolescents’ prejudice and discrimination towards refugees were predictors of bystander judgments and responses to intergroup bias‐based bullying. This study provides implications for anti‐bullying intervention programs.}, number={1}, journal={Journal of Research on Adolescence}, publisher={Wiley}, author={Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2022}, month={Apr}, pages={4–23} }
@inbook{mulvey_hoffman_mcguire_2022, place={New York}, edition={2nd}, title={Fairness and Opportunity in STEM Contexts: Gender, Stereotypes and Moral Judgments}, ISBN={9781848729599}, booktitle={Handbook of Moral Development}, publisher={Psychology Press}, author={Mulvey, K.L. and Hoffman, A.J. and McGuire, L.}, editor={Killen, M. and Smetana, J.Editors}, year={2022} }
@article{mcguire_hoffman_mulvey_hartstone-rose_winterbottom_joy_law_balkwill_burns_butler_et al._2022, title={Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents}, volume={87}, ISSN={0360-0025 1573-2762}, url={http://dx.doi.org/10.1007/s11199-022-01327-9}, DOI={10.1007/s11199-022-01327-9}, abstractNote={Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' (N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between these stereotypes and a peer selection task in a STEM context. Participants reported beliefs that boys are usually more skilled than are girls in the domains of engineering and technology; however, participants did not report gender differences in ability/performance in science and mathematics. Responses to the stereotype measures in favor of one's in-group were greater for younger participants than older participants for both boys and girls. Perceptions that boys are usually better than girls at science were related to a greater likelihood of selecting a boy for help with a science question. These findings document the importance of domain specificity, even within STEM, in attempts to measure and challenge gender stereotypes in childhood and adolescence.}, number={9-10}, journal={Sex Roles}, publisher={Springer Science and Business Media LLC}, author={McGuire, Luke and Hoffman, Adam J. and Mulvey, Kelly Lynn and Hartstone-Rose, Adam and Winterbottom, Mark and Joy, Angelina and Law, Fidelia and Balkwill, Frances and Burns, Karen P. and Butler, Laurence and et al.}, year={2022}, month={Nov}, pages={455–470} }
@inproceedings{mcguire_hoffman_mulvey_hartstone-rose_winterbottom_joy_law_balkwill_burns_chatton_et al._2022, title={Gender stereotypes and peer evaluation in science, technology, engineering and mathematics across childhood and adolescence}, booktitle={International Society for the Study of Behavioral Development. Rhodes}, author={McGuire, L. and Hoffman, A.J. and Mulvey, K.L. and Hartstone-Rose, A. and Winterbottom, M. and Joy, A. and Law, F. and Balkwill, F. and Burns, K.P. and Chatton, M. and et al.}, year={2022}, month={Jun} }
@inproceedings{herry_gönültaş,_mulvey_2022, title={Gender-based exclusion in STEM classrooms: Exploring the role of theory of mind, critical consciousness, and gender-equitable attitudes in expected bystander responses}, booktitle={Cognitive Development Society 2022 Conference}, author={Herry, E. and Gönültaş,, S. and Mulvey, K.L.}, year={2022}, month={Apr} }
@inproceedings{hoffman_mcguire_rutland_law_winterbottom_joy_hartstone-rose_mulvey_2022, title={Gendered longitudinal effects of STEM identity and belonging on efficacy and interest in stem occupations among adolescents}, booktitle={International Society for the Study of Behavioral Development}, author={Hoffman, A.J. and McGuire, L. and Rutland, A. and Law, F. and Winterbottom, M. and Joy, A. and Hartstone-Rose, A. and Mulvey, K.L.}, year={2022}, month={Jun} }
@article{herry_mulvey_2022, title={Gender‐based cyberbullying: Understanding expected bystander behavior online}, volume={79}, ISSN={0022-4537 1540-4560}, url={http://dx.doi.org/10.1111/josi.12503}, DOI={10.1111/josi.12503}, abstractNote={Abstract As online access grows widespread, individuals may be increasingly subjected to cyberbullying, including cyber‐harassment targeting one's gender. Although bystander intervention can help stop bullying, little is known about factors that promote bystander intervention in instances of gender‐based cyberbullying. This study examines expected bystander responses to gender‐based cyberbullying with emerging adults from the United States ( N = 373, M age = 18.89, SD = .94). Hierarchical regressions demonstrated that women, those with prior experience as victims of gender‐based discrimination and those encountering male transgressors were more likely to expect that they would support a victim of gender‐based cyberbullying. Additionally, the better participants were at perceiving and understanding emotions, the less they expected that they would support the cyberbully and the more they expected they would support the victim of gender‐based cyberbullying.}, number={4}, journal={Journal of Social Issues}, publisher={Wiley}, author={Herry, Emily and Mulvey, Kelly Lynn}, year={2022}, month={May}, pages={1210–1230} }
@inproceedings{herry_mulvey_2022, title={How do bystanders construct their understanding of gender-based cyberbullying?}, booktitle={Theory-Theory turns thirty-something: Reflections and new directions, Cognitive Development Society 2022 Pre-Conference,}, author={Herry, E. and Mulvey, K.L.}, year={2022}, month={Apr} }
@article{beißert_mulvey_2022, title={Inclusion of Refugee Peers – Differences Between Own Preferences and Expectations of the Peer Group}, volume={13}, ISSN={1664-1078}, url={http://dx.doi.org/10.3389/fpsyg.2022.855171}, DOI={10.3389/fpsyg.2022.855171}, abstractNote={Given the high numbers of refugees from Syria entering Germany in the recent years, the social integration of refugee youth has become an increasingly important issue in Germany. Thus, the current study examines adolescents’ decisions and reasoning around the inclusion of Syrian peers in Germany. Using a hypothetical scenario, we assessed adolescents’ ( N = 100, M = 13.65 years, SD = 1.93, 51 females, 49 males) peer inclusion decisions and reasoning with attention to comparing inclusion of a Syrian refugee peer and a German peer. Given the importance of group norms for adolescents, we assessed not only adolescents’ own inclusion decisions, but also what they would expect their peer group to decide and what they think their peer group should do. Moreover, adolescents’ underlying reasoning was assessed. The analyses revealed that adolescents thought they would be more inclusive of a Syrian peer than a German peer and that their peer group should be more inclusive of a Syrian peer than a German peer. These tendencies toward including refugees were justified with references to morality as well as social-conventions. In contrast to their own decisions and to what they think their peer group should , participants expected their group would be more inclusive toward a German peer than a Syrian peer. This was mainly justified by referencing aspects of group functioning and psychological information about the peers, whereas moral and prosocial reasoning was very rarely used for the expected group decision. In sum, these findings document that adolescents in Germany wish to be inclusive regarding refugee peers and that they balance attention to morality and other domains of social reasoning when thinking about inclusion decisions while they expect that their peers will not consider morally relevant information when making these decisions. These findings have important practical implications as they indicate the importance of interventions that focus on promoting inclusive peer group norms.}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Beißert, Hanna and Mulvey, Kelly Lynn}, year={2022}, month={Apr} }
@inproceedings{mulvey_cerda-smith_mathews_joy_2022, title={Inclusion, Discrimination and Belonging: Pathways to STEM Class Engagement and STEM Activism Orientation}, booktitle={International Society for the Study of Behavioral Development}, author={Mulvey, K.L. and Cerda-Smith, J. and Mathews, C. and Joy, A.}, year={2022}, month={Jun} }
@inbook{beißert_bayer_gönültaş_mulvey_2022, title={Language as a Precondition for Social Integration of Migrants in the Educational Context}, ISBN={9789004525658 9789004525641}, url={http://dx.doi.org/10.1163/9789004525658_007}, DOI={10.1163/9789004525658_007}, abstractNote={This chapter emphasizes the importance of language for the integration of immigrants. First, we summarize findings on the crucial role of language skills for educational success, occupational opportunities, and social inclusion. As the openness of the host society is also a central factor for integration, we next describe how social categorization can be an important source for the development of prejudice, hostility, and extremism. In this context, we highlight the significant role of language as a social category that has the potential to impact positively the openness of host society members towards immigrants. Finally, we summarize two studies demonstrating the importance of language as an intergroup category. Study 1 found evidence that language skills play an important role in secondary school students’ openness towards refugee peers, and Study 2 provided some initial indication that language skills are more relevant than cultural similarity for the openness of host society members towards international students at higher education institutions. In sum, this chapter establishes the crucial role of host society language skills from different perspectives and demonstrates that language has a great potential for promoting the successful integration of immigrants.}, booktitle={The Challenge of Radicalization and Extremism}, publisher={BRILL}, author={Beißert, Hanna and Bayer, Sofie Leona and Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2022}, month={Sep}, pages={154–178} }
@inproceedings{cerda-smith_mathews_joy_mulvey_2022, title={Perceptions of School Racial Climate: Latent Classes and STEM-Related Outcomes}, url={http://dx.doi.org/10.3102/1890792}, DOI={10.3102/1890792}, booktitle={Proceedings of the 2022 AERA Annual Meeting}, publisher={AERA}, author={Cerda-Smith, Jacqueline and Mathews, C. and Joy, A. and Mulvey, K.L.}, year={2022} }
@article{mulvey_mcguire_mathews_hoffman_law_joy_hartstone-rose_winterbottom_balkwill_fields_et al._2022, title={Preparing the Next Generation for STEM: Adolescent Profiles Encompassing Math and Science Motivation and Interpersonal Skills and Their Associations With Identity and Belonging}, volume={55}, ISSN={0044-118X 1552-8499}, url={http://dx.doi.org/10.1177/0044118X221085296}, DOI={10.1177/0044118X221085296}, abstractNote={Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD = 1.71 year) recruited from out-of-school STEM programs in the US and UK. Findings from latent class analyses revealed four clusters, including a "High Math and Science Motivation and Interpersonal Skills" group, as well as groups that exhibited lower levels of either motivation or interpersonal skills. STEM program belonging, and STEM identity are related to membership in the high motivation and skills cluster. Findings provide insight into factors that may encourage motivation and interpersonal skills in adolescents, preparing them for STEM workforce entry.}, number={6}, journal={Youth & Society}, publisher={SAGE Publications}, author={Mulvey, Kelly Lynn and McGuire, Luke and Mathews, Channing and Hoffman, Adam J. and Law, Fidelia and Joy, Angelina and Hartstone-Rose, Adam and Winterbottom, Mark and Balkwill, Frances and Fields, Grace and et al.}, year={2022}, month={May}, pages={1207–1230} }
@article{zhao_mathews_mulvey_hartstone-rose_mcguire_hoffman_winterbottom_joy_law_balkwill_et al._2022, title={Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging}, volume={52}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-022-01694-2}, DOI={10.1007/s10964-022-01694-2}, abstractNote={Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: M age = 15.27, SD age = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one's own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth's own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation.}, number={2}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Zhao, Mengya and Mathews, Channing J. and Mulvey, Kelly Lynn and Hartstone-Rose, Adam and McGuire, Luke and Hoffman, Adam J. and Winterbottom, Mark and Joy, Angelina and Law, Fidelia and Balkwill, Frances and et al.}, year={2022}, month={Nov}, pages={331–343} }
@article{zhao_mathews_mulvey_hartstone-rose_mcguire_hoffman_winterbottom_joy_law_balkwill_et al._2022, title={Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging}, volume={52}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-022-01694-2}, DOI={https://doi.org/10.1007/s10964-022-01694-2}, number={2}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Zhao, Mengya and Mathews, Channing J. and Mulvey, Kelly Lynn and Hartstone-Rose, Adam and McGuire, Luke and Hoffman, Adam J. and Winterbottom, Mark and Joy, Angelina and Law, Fidelia and Balkwill, Frances and et al.}, year={2022}, month={Nov}, pages={331–343} }
@article{knox_gönültaş_gibson_mulvey_2022, title={Relations Between Parental Attachment, Empathy, and Bystander Help-Seeking Preference Following Peer Aggression}, volume={31}, ISSN={1062-1024 1573-2843}, url={http://dx.doi.org/10.1007/s10826-022-02312-2}, DOI={10.1007/s10826-022-02312-2}, abstractNote={This study aimed to examine the complex relations between two known predictors of bystander decisions in bullying incidents—empathy and family contextual factors—and bystander help-seeking from two preferred choices (i.e., adults and peers). In particular, we examined the mediating role of cognitive and affective empathy on the relation between parental attachment and bystander help-seeking in 826 adolescents in the 6th and 9th grade (49.9% female) using four bullying/acts of aggression scenarios. Results indicated that affective, but not cognitive, empathy served as a partial mediator for the relationship in boys, suggesting that both empathy and the family context can play a role in bystander decisions to intervene. On the other hand, empathy did not serve as a mediator for girls, suggesting that girls do not need the added push of empathy in order to intervene in bullying situations. Results suggest emphasizing home-school collaboration for boys, in particular, in bullying prevention programs in order to maximize efforts of bystanders.}, number={9}, journal={Journal of Child and Family Studies}, publisher={Springer Science and Business Media LLC}, author={Knox, Jerica L. and Gönültaş, Secil and Gibson, Stephen M. and Mulvey, Kelly Lynn}, year={2022}, month={May}, pages={2401–2411} }
@inproceedings{joy_hartstone-rose_knox_matthews_cerda-smith_mulvey_2022, title={STEM Stereotypes, Needs Satisfaction, and Intrinsic Motivation in Adolescents: The Role of Stereotypes in Self-Determination}, url={http://dx.doi.org/10.3102/1888915}, DOI={10.3102/1888915}, booktitle={Proceedings of the 2022 AERA Annual Meeting}, publisher={AERA}, author={Joy, Angelina and Hartstone-Rose, A. and Knox, J. and Matthews, C. and Cerda-Smith, J. and Mulvey, K.L.}, year={2022} }
@inproceedings{bashor_butler_clements_hartstone-rose_law_mcconner_mulvey_rutland_williams_zhao_2022, title={STEM Teens: Engaging Teens and Visitors in STEM Learning through Youth Programs}, booktitle={Annual Meeting of the Association of Science and Technology Centers}, author={Bashor, R. and Butler, L. and Clements, L. and Hartstone-Rose, A. and Law, F. and McConner, T. and Mulvey, K.L. and Rutland, A. and Williams, M.C. and Zhao, M.}, year={2022}, month={Sep} }
@inproceedings{beißert_mulvey_mcguire_2022, title={Students’ and teachers’ (stereotypic) expectations regarding skill in stem domains}, booktitle={International Society for the Study of Behavioral Development}, author={Beißert, H. and Mulvey, K.L. and McGuire, L.}, year={2022}, month={Jun} }
@article{mulvey_j. mathews_knox_joy_cerda‐smith_2022, title={The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school}, volume={59}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.21762}, DOI={10.1002/tea.21762}, abstractNote={Abstract Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school. In this study, ethnically diverse 9th–12th grade high school students from low‐income public schools in the United States ( N = 523, M age = 15.72, SD = 1.24, 49.4% female) completed measures of classroom inclusivity, perceived teacher discrimination, belonging, STEM classroom engagement, and STEM activism orientation. Path analyses revealed direct effects of inclusion and perceived discrimination on STEM activism orientation. Further, findings demonstrated direct effects of inclusion on belonging and on belonging and both STEM classroom engagement and STEM activism orientation. Finally, findings revealed a significant indirect effect of inclusion on STEM classroom engagement through belonging.}, number={8}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Mulvey, Kelly Lynn and J. Mathews, Channing and Knox, Jerica and Joy, Angelina and Cerda‐Smith, Jacqueline}, year={2022}, month={Mar}, pages={1447–1464} }
@inproceedings{hoffman_mcguire_rutland_hartstone-rose_irvin_winterbottom_mulvey_2022, title={The role of social-emotional competency and belonging in the promotion of science and math interest and efficacy}, booktitle={International Society for the Study of Behavioural Development Biennial Meeting}, author={Hoffman, A.J. and McGuire, L. and Rutland, A. and Hartstone-Rose, A. and Irvin, M.J. and Winterbottom, M. and Mulvey, K.L.}, year={2022}, month={Jun} }
@article{mulvey_gönültaş_herry_strelan_2022, title={The role of theory of mind, group membership, and apology in intergroup forgiveness among children and adolescents.}, volume={151}, ISSN={1939-2222 0096-3445}, url={http://dx.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) 2022 APA, all rights reserved).}, number={3}, journal={Journal of Experimental Psychology: General}, publisher={American Psychological Association (APA)}, author={Mulvey, Kelly Lynn and Gönültaş, Seçil and Herry, Emily and Strelan, Peter}, year={2022}, month={Mar}, pages={613–627} }
@article{gönültaş_mulvey_2022, title={Theory of Mind as a Correlate of Bystanders’ Reasoning About Intergroup Bullying of Syrian Refugee Youth}, volume={13}, ISSN={1664-1078}, url={http://dx.doi.org/10.3389/fpsyg.2022.815639}, DOI={10.3389/fpsyg.2022.815639}, abstractNote={The current study examined how ingroup and outgroup Theory of Mind (ToM) predicts children's and adolescents' reasoning for their acceptability judgments of intergroup bullying of Syrian refugee peers and group support of intergroup bullying. Participants included 587 Turkish middle (n = 372, Mage = 12.19, SD = 1.01; 208 girls) and high school (n = 215, Mage = 14.81, SD = 0.97; 142 girls) students. Participants read a bias-based bullying story with a Syrian refugee peer targeted by an ingroup Turkish peer. Then, participants rated the acceptability of bullying and group support of bullying and were presented with a reasoning question (Why?) after each acceptability question (bullying and group support of bullying). Reasoning codes included Fairness, Refugee Status/War, Prejudice and Discrimination, Harm, Prescriptive Norms, Group Functioning, and Relationship with the Bully. Participants' ingroup and outgroup ToM abilities (measured using the Strange Stories) were evaluated as predictors of reasoning. Results documented that middle school students were more likely to attribute mental states to their ingroup members compared to outgroup members while high school students' ToM performance did not differ across contexts. Further, the more unacceptable participants judged bullying to be, the more they reasoned about the bullying by referencing fairness, refugee status, discrimination, and harm. Results also documented that ingroup and outgroup ToM were positively related to attribution to fairness and participants' usage of multiple reasoning judgments while only outgroup ToM was a significant predictor of reasoning around refugee status/war, discrimination, and prejudice. The findings provide implications for intervention programs that tackle intergroup bullying by examining bystanders' social cognitive skills in a specific context.}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2022}, month={Mar} }
@inproceedings{gönültaş_mulvey_2022, title={Towards an Inclusive Environment for Refugee Youth: Examining the Relationship between Bystanders’ Judgments, Responses and Inclusivity Tendencies in Bias-based Bullying}, booktitle={European Association for Research on Adolescence (EARA)}, author={Gönültaş, S. and Mulvey, K.L.}, year={2022}, month={Aug} }
@article{mathews_mcguire_joy_law_winterbottom_rutland_drews_hoffman_mulvey_hartstone-rose_2021, title={Assessing adolescents’ critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?}, volume={16}, ISSN={1932-6203}, url={http://dx.doi.org/10.1371/journal.pone.0259523}, DOI={10.1371/journal.pone.0259523}, abstractNote={This study explored relations between COVID-19 news source, trust in COVID-19 information source, and COVID-19 health literacy in 194 STEM-oriented adolescents and young adults from the US and the UK. Analyses suggest that adolescents use both traditional news (e.g., TV or newspapers) and social media news to acquire information about COVID-19 and have average levels of COVID-19 health literacy. Hierarchical linear regression analyses suggest that the association between traditional news media and COVID-19 health literacy depends on participants’ level of trust in their government leader. For youth in both the US and the UK who used traditional media for information about COVID-19 and who have higher trust in their respective government leader (i.e., former US President Donald Trump and UK Prime Minister Boris Johnson) had lower COVID-19 health literacy. Results highlight how youth are learning about the pandemic and the importance of not only considering their information source, but also their levels of trust in their government leaders.}, number={11}, journal={PLOS ONE}, publisher={Public Library of Science (PLoS)}, author={Mathews, Channing J. and McGuire, Luke and Joy, Angelina and Law, Fidelia and Winterbottom, Mark and Rutland, Adam and Drews, Marc and Hoffman, Adam J. and Mulvey, Kelly Lynn and Hartstone-Rose, Adam}, editor={Camacho-Rivera, MarleneEditor}, year={2021}, month={Nov}, pages={e0259523} }
@article{gönültaş_richardson_mulvey_2021, title={But they weren’t being careful! Role of theory of mind in moral judgments about victim and transgressor negligence}, volume={212}, ISSN={0022-0965}, url={http://dx.doi.org/10.1016/j.jecp.2021.105234}, DOI={10.1016/j.jecp.2021.105234}, abstractNote={Previous research showed that children are influenced not only by intentions and outcomes but also by transgressor negligence in their moral judgments. The current study investigated the role of transgressor and victim negligence on children's moral judgments. Children's false-belief theory of mind understanding (FBU ToM) was examined as a possible factor that might shape moral judgments in contexts involving negligence. Children (N = 117, Mage = 5.41 years, range = 3-8) were presented with two stories involving property damage and physical harm where negligence was manipulated and with a series of questions assessing moral judgments regarding act acceptability of the transgressor and victim, punishment, and assessments of alternative actions. FBU ToM was measured with a false-content task. Children with higher FBU ToM were more likely to consider both transgressor and victim negligence in their moral judgments across different transgressions. The findings have implications for how social cognitive abilities interact with transgressor and victim negligence in moral decisions.}, journal={Journal of Experimental Child Psychology}, publisher={Elsevier BV}, author={Gönültaş, Seçil and Richardson, Cameron B. and Mulvey, Kelly Lynn}, year={2021}, month={Dec}, pages={105234} }
@inproceedings{herry_gönültaş_mulvey_2021, title={Bystander intentions: An analysis of adolescents' judgments and responses to cyberbullying}, booktitle={27th Virtual Biennial Meeting of Society for Research in Child Development (SRCD) Conference}, author={Herry, E. and Gönültaş, S. and Mulvey, K.L.}, year={2021}, month={Apr} }
@article{gönültaş_mulvey_2021, title={Bystander responses to bias‐based bullying and retaliation: Is retaliation perceived as more acceptable than bias‐based bullying?}, volume={39}, ISSN={0261-510X 2044-835X}, url={http://dx.doi.org/10.1111/bjdp.12371}, DOI={10.1111/bjdp.12371}, abstractNote={The current study examined intergroup‐related and social‐cognitive correlates of bystanders' acceptability judgements and their responses to bias‐based bullying of immigrant peers and to possible retaliation for the bullying. Participants included 179 immigrant‐origin and non‐immigrant‐origin youth ( M age = 13.23; SD = 1.55; 79 immigrant‐origin youth). Participants' bystander judgements and responses to bullying and retaliation were examined via a hypothetical scenario. Further, participants' intergroup attitudes towards immigrants and their social‐cognitive skills were evaluated. ANOVA results showed that immigrant‐origin youth judged bullying as less acceptable and retaliation as more acceptable compared to non‐immigrant‐origin youth, documenting that group membership is related to adolescents' judgements. A similar pattern was observed in active bystander responses. Hierarchical regression analyses revealed that immigration background, intergroup process in the context of immigration, and social‐cognitive skills predict bystander responses to bullying and retaliation. This study provides important implications for anti‐bullying intervention programmes to overcome the negative consequences of retaliation in the escalation of aggressive behaviours.}, number={3}, journal={British Journal of Developmental Psychology}, publisher={Wiley}, author={Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2021}, month={Feb}, pages={442–461} }
@article{herry_gönültaş_mulvey_2021, title={Digital era bullying: An examination of adolescent judgments about bystander intervention online}, volume={76}, ISSN={0193-3973}, url={http://dx.doi.org/10.1016/j.appdev.2021.101322}, 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}, publisher={Elsevier BV}, author={Herry, Emily and Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2021}, month={Jul}, pages={101322} }
@article{mulvey_joy_caslin_orcutt_eseryel_katti_2021, title={Forests After Florence: an informal community-engaged STEM research project promotes STEM identity in disaster-impacted students}, volume={41}, ISSN={0263-5143 1470-1138}, url={http://dx.doi.org/10.1080/02635143.2021.1944077}, DOI={10.1080/02635143.2021.1944077}, abstractNote={Background: Natural disasters, such as hurricanes, can have lasting impacts on a communityPurpose: This research evaluated how participation in an STEM education intervention after an ecological disaster affected students' persistence, resilience, and STEM identitySample: Hurricane Florence impacted college students (N = 50) were recruitedDesign and Methods: Participants completed pre-test, post-test and daily diary measures before, during and after they completed an intervention where they collected forestry data in their home hurricane-impacted communitiesResults: Participants reported higher STEM identity following the intervention learning experience. Daily interest and enjoyment in science was higher on days when they reported more positive experiences. For resilience, for male students, but not female students, the learning opportunity fostered resilience. Male students reported higher STEM identity on days when they reported more positive learning experiencesConclusion: These findings highlight the benefit of STEM education learning opportunities, particular for disaster-impacted students.}, number={2}, journal={Research in Science & Technological Education}, publisher={Informa UK Limited}, author={Mulvey, Kelly Lynn and Joy, Angelina and Caslin, Michael and Orcutt, Darby and Eseryel, Deniz and Katti, Madhusudan}, year={2021}, month={Jun}, pages={717–733} }
@article{mcguire_hoffman_mulvey_winterbottom_balkwill_burns_chatton_drews_eaves_fields_et al._2021, title={Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits}, volume={25}, ISSN={1064-5578 1934-7715}, url={http://dx.doi.org/10.1080/10645578.2021.1930467}, DOI={10.1080/10645578.2021.1930467}, abstractNote={The impact of educators in informal science learning sites (ISLS) remains understudied from the perspective of youth visitors. Less is known about whether engagement with educators differs based on the age and gender of both visitor and educator. Here, visitors (5–17 years old) to six ISLS in the United States and United Kingdom (n = 488, female n = 244) were surveyed following an interaction with either a youth (14–18 -years old) or adult educator (19+ years old). For participants who reported lower interest in the exhibit, more educator engagement was related to greater self-reported learning. Younger children and adolescents reported more engagement with an adult educator, whereas engagement in middle childhood did not differ based on educator age. Participants in middle childhood showed a trend toward answering more conceptual knowledge questions correctly following an interaction with a youth educator. Together, these findings emphasize the promise of tailoring educator experiences to visitor demographics.}, number={1}, journal={Visitor Studies}, publisher={Informa UK Limited}, author={McGuire, L. and Hoffman, A. J. and Mulvey, K. L. and Winterbottom, M. and Balkwill, F. and Burns, K. P. and Chatton, M. and Drews, M. and Eaves, N. and Fields, G. E. and et al.}, year={2021}, month={Jul}, pages={41–59} }
@inproceedings{herry_gönültaş_mulvey_strelan_2021, title={Is Apologizing Enough? An Examination of Children and Adolescents’ Intergroup Forgiveness}, booktitle={27th Virtual Biennial Meeting of Society for Research in Child Development (SRCD) Conference}, author={Herry, E. and Gönültaş, S. and Mulvey, K.L. and Strelan, P.}, year={2021}, month={Apr} }
@inproceedings{gönültaş_mulvey_2021, title={Predictors of Adolescents’ Bystander Responses to Bias-based Bullying of Syrian Refugee Youth in Turkey}, booktitle={How Intergroup-related and Social-cognitive Factors Shape Bystanders' Responses to Bias-based Bullying and Exclusion Across Three Countries?, 27th Virtual Biennial Meeting of Society for Research in Child Development (SRCD) Conference}, author={Gönültaş, S. and Mulvey, K.L.}, year={2021}, month={Apr} }
@article{knox_gibson_gönültaş_mulvey_2021, title={School Connectedness and Bystander Intervention: The Moderating Role of Perceived Exclusion and Privilege Among African American Students}, volume={50}, ISSN={2372-966X}, url={http://dx.doi.org/10.1080/2372966X.2020.1846459}, DOI={10.1080/2372966X.2020.1846459}, abstractNote={As researchers and practitioners begin to take a bystander approach toward preventing bullying, which involves a power imbalance between two students, it is important to acknowledge that predictors of bystander intervention may look different in various groups of students. Though school connectedness has been suggested as a predictor, previous literature fails to examine how this relationship may look in students who are racially socialized to be aware of overall inequities in schools, such as African American students. Thus, the purpose of this study was to examine the moderating role of perceived exclusion/privilege in the school on the relationship between school connectedness and willingness to intervene in four acts of aggression (i.e., social exclusion, relational, cyber, and physical) among 183 African American sixth- and ninth-graders (51% female). Findings indicate that perceived exclusion/privilege in the school can decrease students' willingness to intervene in acts of aggression despite feeling connected to the school.Impact StatementThis article will further the conversation of bystander behavior in bullying situations by considering a key contextual factor of a marginalized group of students.}, number={2-3}, journal={School Psychology Review}, publisher={Informa UK Limited}, author={Knox, Jerica and Gibson, Stephen and Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2021}, month={Feb}, pages={316–329} }
@article{mulvey_gönültaş_irdam_carlson_distefano_irvin_2021, title={School and Teacher Factors That Promote Adolescents’ Bystander Responses to Social Exclusion}, volume={11}, ISSN={1664-1078}, url={http://dx.doi.org/10.3389/fpsyg.2020.581089}, DOI={10.3389/fpsyg.2020.581089}, abstractNote={Schools may be one important context where adolescents learn and shape the behaviors necessary for promoting global inclusivity in adulthood. Given the importance of bystanders in halting bullying and peer aggression, the focus of this study is on both moral judgments regarding one type of bullying, social exclusion, and factors that are associated with bystander intervention. The study includes 896 adolescents, who were 6th ( N = 450, M age = 11.73), and 9th ( N = 446, M age = 14.82) graders, approximately evenly divided by gender. Participants were primarily European–American (63.3%). Results revealed that girls and participants who perceived better relationships between students and teachers were more likely to judge exclusion to be wrong. Further, ethnic minority participants, those who were more anxious about being rejected by their teachers and reported more teacher discrimination were less likely to judge exclusion as wrong. Participants who reported more positive student–teacher relationships, perceptions of a more positive school social environment and more prior experiences of teacher discrimination were more likely to report that they would seek help for the victim. On the other hand, participants who reported being more angry about teacher rejection, experiencing either peer or teacher discrimination, and perceiving they are excluded from opportunities at school were less likely to intervene to come to the aid of a peer who is being excluded. The results document the complex interplay of school and teacher factors in shaping adolescents’ bystander responses to social exclusion. Our findings suggest that positive school climate can promote intentions to intervene. However, findings indicate that adolescents who are marginalized in their school environments, and who report experiences of rejection, exclusion or discrimination are not willing or likely to intervene to prevent others from experiencing exclusion.}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Mulvey, Kelly Lynn and Gönültaş, Seçil and Irdam, Greysi and Carlson, Ryan G. and DiStefano, Christine and Irvin, Matthew J.}, year={2021}, month={Jan} }
@article{mcguire_monzavi_hoffman_law_irvin_winterbottom_hartstone-rose_rutland_burns_butler_et al._2021, title={Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites}, volume={12}, ISSN={1664-1078}, url={http://dx.doi.org/10.3389/fpsyg.2021.503237}, DOI={10.3389/fpsyg.2021.503237}, abstractNote={Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants ( n = 364; early childhood, n = 151, M age = 6.73; late childhood, n = 136, M age = 10.01; adolescence, n = 59, M age = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners.}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={McGuire, Luke and Monzavi, Tina and Hoffman, Adam J. and Law, Fidelia and Irvin, Matthew J. and Winterbottom, Mark and Hartstone-Rose, Adam and Rutland, Adam and Burns, Karen P. and Butler, Laurence and et al.}, year={2021}, month={Mar} }
@article{gönültaş_yavuz_mulvey_2021, title={Should I invite them? Bystanders' inclusivity judgements towards outgroup victims and ingroup bullies in intergroup bullying}, volume={33}, ISSN={1052-9284 1099-1298}, url={http://dx.doi.org/10.1002/casp.2567}, DOI={10.1002/casp.2567}, abstractNote={Abstract This study examined bystanders' judgements of bullying and their inclusivity towards refugee victims and ingroup bully peers. Participants included 587 Turkish adolescents ( M age = 13.14, SD = 1.60) who were presented with two stories: intergroup (Syrian refugee victim) and intragroup (Turkish victim) bullying. They indicated acceptability of bullying, retaliation, and how likely they would be to include victims and bullies in different social contexts. Empathy, prejudice, desired social distance, and peer norms towards Syrian refugees were examined as predictors. Adolescents in schools with a higher number of Syrian peers were more likely to expect they would include the Syrian victim than adolescents in schools with a lower number of Syrian peers. Further, adolescents with higher empathy were more likely to include the Syrian victim while adolescents with higher prejudice and desired social distance were less likely to include the Syrian victim. The results highlight the importance of attending to bystanders' future interactions with victims and bullies, as bystanders have the opportunity to challenge injustice by promoting inclusive school climates in diverse societies. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement .}, number={2}, journal={Journal of Community & Applied Social Psychology}, publisher={Wiley}, author={Gönültaş, Seçil and Yavuz, H. Melis and Mulvey, Kelly Lynn}, year={2021}, month={Sep}, pages={221–235} }
@article{kemp_strelan_roberts_burns_mulvey_2021, title={The Children's Forgiveness Card Set: Development of a Brief Pictorial Card-Sorting Measure of Children's Emotional Forgiveness}, volume={12}, ISSN={1664-1078}, url={http://dx.doi.org/10.3389/fpsyg.2021.628152}, DOI={10.3389/fpsyg.2021.628152}, abstractNote={Friendships have important influences on children's well-being and future adjustment, and interpersonal forgiveness has been suggested as a crucial means for children to maintain friendships. However, existing measures of preadolescent children's forgiveness are restricted by developmental limitations to reporting emotional responses via questionnaire and inconsistent interpretations of the term “forgive.” This paper describes development and testing of concurrent and discriminant validity of a pictorial measure of children's emotional forgiveness, the Children's Forgiveness Card Set (CFCS). In Study 1, 148 Australian children aged 8–13 years ( M = 10.54, SD = 1.35) responded to a hypothetical transgression in which apology was manipulated and completed the CFCS and extant measures of forgiveness and socially desirable responding. Following an exploratory factor analysis to clarify the structure of the CFCS, the CFCS correlated moderately with other forgiveness measures and did not correlate with socially desirable responding. Apology predicted CFCS responding among older children. In Study 2 an exploratory factor analysis broadly replicated the structure of the CFCS among a sample of N = 198 North American children aged 5–14 years ( M = 9.39 years, SD = 1.67). We also fitted an exploratory bi-factor model to the Study 2 data which clarified which cards best measured general forgiveness, or positive or hostile aspects of responding to transgressions. Apology once again predicted the CFCS, this time regardless of age. The CFCS appears a potentially valid measure of children's emotional forgiveness. Potential applications and differences between explicit and latent forgiveness in children are discussed.}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Kemp, Emma and Strelan, Peter and Roberts, Rachel Margaret and Burns, Nicholas R. and Mulvey, Kelly Lynn}, year={2021}, month={Mar} }
@article{gönültaş_mulvey_2021, title={The Role of Immigration Background, Intergroup Processes, and Social‐Cognitive Skills in Bystanders’ Responses to Bias‐Based Bullying Toward Immigrants During Adolescence}, volume={92}, ISSN={0009-3920 1467-8624}, url={http://dx.doi.org/10.1111/cdev.13476}, DOI={10.1111/cdev.13476}, abstractNote={This study examined how intergroup processes and social‐cognitive factors shape bystander responses to bias‐based and general bullying. Participants included sixth and ninth graders ( N = 179, M = 13.23) who evaluated how likely they would be to intervene if they observed bullying of immigrant‐origin and nonimmigrant‐origin peers. Adolescents’ grade, intergroup attitudes, and social‐cognitive abilities were evaluated as predictors of bystander responses. Nonimmigrant‐origin adolescents reported that they expect they would be less likely to intervene when the victim is an immigrant‐origin peer. Furthermore, participants with more intergroup contact and higher theory of mind were more likely to expect they would intervene in response to bias‐based bullying. Findings have important implications for understanding factors that inform antibullying interventions that aim to tackle bias‐based bullying against immigrants.}, number={3}, journal={Child Development}, publisher={Wiley}, author={Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2021}, month={May}, pages={E296–E316} }
@article{hitti_mulvey_2021, title={The consequences of outgroup helping: Children’s and adolescents’ reasoning}, volume={203}, ISSN={0022-0965}, url={http://dx.doi.org/10.1016/j.jecp.2020.105013}, DOI={10.1016/j.jecp.2020.105013}, abstractNote={The goal of this study was to examine the consequences of helping an outgroup in an intergroup context where the threat to the ingroup and outgroup varied. Fourth and eighth graders (N = 126; fourth graders: Mage = 9.07 years, SD = 0.38; eighth graders: Mage = 12.84 years, SD = 0.34) were asked whether excluding an ingroup member who helped an outgroup by sharing equally or not was acceptable. Equal helping or outgroup helping occurred when the groups had equal need for a vital resource, the outgroup needed it more, or the ingroup needed it more. Overall, excluding the helpful ingroup member was viewed as unacceptable. It was least acceptable when the outgroup needed the help and was given more help than the ingroup. Exclusion was judged to be most acceptable when both groups needed the same amount of help, or the ingroup needed more help, but more help was given to the outgroup, and these findings were driven by fourth graders. Participants' social cognitions regarding perceptions of group interest, group identification, and approval of the helping act predicted their acceptability of excluding the helping member. Concerns for group loyalty were used to justify exclusion, but appeals to the emotional harm of exclusion, generosity, and the low salience of the act of helping were used to reject exclusion. The findings contribute to developmental research on intergroup relations and exclusion from peer groups.}, journal={Journal of Experimental Child Psychology}, publisher={Elsevier BV}, author={Hitti, Aline and Mulvey, Kelly Lynn}, year={2021}, month={Mar}, pages={105013} }
@inproceedings{joy_law_mulvey_rutland_hartstone-rose_mcguire_burns_drews_fields_winterbottom_2021, title={Understanding Parent and Educator’s Roles in Children’s Learning and Engagement in Informal STEM Learning Sites}, booktitle={27th Virtual Biennial Meeting of Society for Research in Child Development (SRCD) Conference}, author={Joy, A. and Law, F. and Mulvey, K.L. and Rutland, A. and Hartstone-Rose, A. and McGuire, L. and Burns, K. and Drews, M. and Fields, G. and Winterbottom, M.}, year={2021}, month={Apr} }
@article{joy_law_mcguire_mathews_hartstone-rose_winterbottom_rutland_fields_mulvey_2021, title={Understanding Parents’ Roles in Children’s Learning and Engagement in Informal Science Learning Sites}, volume={12}, ISSN={1664-1078}, url={http://dx.doi.org/10.3389/fpsyg.2021.635839}, DOI={10.3389/fpsyg.2021.635839}, abstractNote={Informal science learning sites (ISLS) create opportunities for children to learn about science outside of the classroom. This study analyzed children’s learning behaviors in ISLS using video recordings of family visits to a zoo, children’s museum, or aquarium. Furthermore, parent behaviors, features of the exhibits and the presence of an educator were also examined in relation to children’s behaviors. Participants included 63 children (60.3% female) and 44 parents in 31 family groups. Results showed that parents’ science questions and explanations were positively related to children observing the exhibit. Parents’ science explanations were also negatively related to children’s science explanations. Furthermore, children were more likely to provide science explanations when the exhibit was not interactive. Lastly there were no differences in children’s behaviors based on whether an educator was present at the exhibit. This study provides further evidence that children’s interactions with others and their environment are important for children’s learning behaviors.}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Joy, Angelina and Law, Fidelia and McGuire, Luke and Mathews, Channing and Hartstone-Rose, Adam and Winterbottom, Mark and Rutland, Adam and Fields, Grace E. and Mulvey, Kelly Lynn}, year={2021}, month={Mar} }
@article{jones_chesnutt_ennes_mulvey_cayton_2021, title={Understanding science career aspirations: Factors predicting future science task value}, volume={58}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.21687}, DOI={10.1002/tea.21687}, abstractNote={Abstract This study examined factors that have been shown to predict middle school students' (grades 6–8) task values (utility value related to engaging with science in the future). Using structural equation modeling students' ( N = 1015) responses to a career aspiration survey were analyzed to determine relationships among the factors. The model of best fit showed that factors related to science capital (Exposure to STEM Practitioners, STEM Experiences, and Tool Access) are key in shaping both students' Science Achievement Value and their Perceptions of Family Task Achievement Value. Further, both Science Achievement Value and Perceptions of Family Science Achievement Value have a direct positive effect on youth Future Science Task Value. These findings document important ways in which youth access and exposure to science experiences, tools, and to scientists lay the groundwork for science motivation and ultimately to valuing future science tasks.}, number={7}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail and Chesnutt, Katherine and Ennes, Megan and Mulvey, Kelly Lynn and Cayton, Emily}, year={2021}, month={Mar}, pages={937–955} }
@article{midgette_mulvey_2021, title={Unpacking young adults’ experiences of race- and gender-based microaggressions}, volume={38}, ISSN={0265-4075 1460-3608}, url={http://dx.doi.org/10.1177/0265407521988947}, DOI={10.1177/0265407521988947}, abstractNote={To date the majority of the research on microaggressions has focused on the experiences of targets, rather than the perpetrators, of microaggresive behaviors. The present study set out to investigate 278 college students’ ( M age = 19.12, SD = 1.34, 52.52% cisgender women, 74.82% European American) reported types of experience (a) unaware, b) aware, c) observer, d) perpetrator, and e) target) with race- and gender-based microaggressive behaviors and the association between their experiences and ambivalent sexist and color-blind racial attitudes. Participants completed an online survey composed of a modified Racial and Ethnic Microaggression Scale (REMS), a modified Female Microaggression Scale (FMS), an Ambivalent Sexism Inventory, and a Color-Blind Racial Attitudes Scale. As hypothesized, participants were more likely to have heard of or seen than to report having been the target or perpetrator of microaggressions. In support of our second hypothesis, significant gender and race differences were found in the frequencies of type of exposure to microaggressions. Finally, as expected, exposure to microaggressions was associated with color-blind and ambivalent sexist attitudes. Unexpectedly, however, complete unawareness of the existence of microaggressions was not associated with social attitudes. This study’s findings highlight the importance of unpacking social experiences of discrimination to better understand what types of experiences contribute to being critical of and reducing the commission of microaggressions.}, number={4}, journal={Journal of Social and Personal Relationships}, publisher={SAGE Publications}, author={Midgette, Allegra J. and Mulvey, Kelly Lynn}, year={2021}, month={Feb}, pages={1350–1370} }
@article{taunton miedema_mulvey_brian_2021, title={“You Throw Like a Girl!”: Young Children’s Gender Stereotypes About Object Control Skills}, volume={94}, ISSN={0270-1367 2168-3824}, url={http://dx.doi.org/10.1080/02701367.2021.1976374}, DOI={10.1080/02701367.2021.1976374}, abstractNote={Purpose: Understanding if children hold stereotypes about motor skills, may partially explain differences in object control performance between young boys and girls. Therefore, the purpose of this study was to examine whether young boys and girls held stereotypes related to object control skills. Methods: Children (N = 84) ages three years four months to five years seven months (Mage = 4.6 years, SD = .58) completed the Test of Gross Motor Development-Second Edition and a modified version of the Children's Occupations, Activities and Traits Measure. Spearman Rho correlations examined associations between children's stereotypes and actual object control skills performance. We then examined differences between boys' and girls' gender stereotypes (three for each category) and object control skills via independent samples t-tests. Results: Results showed significant associations between gender stereotypes toward object control skills and actual object control skills for girls (ρ = -.31--.53, p < .05) but not for boys (ρ = .10-.14, p > .05). Concurrently, girls showed significantly lower object control skills than boys (t[82] = 2.01; p = .042, d = .44) as well as significantly higher gender stereotypes across all three categories (p < .05, d = .54-1.77). Conclusion: These data indicated that girls, not boys, held gender stereotypes about object control skills in concert with lower object control skill performances. Future research should evaluate the impacts of an integrated gross motor intervention which seeks to change gender stereotypes and concurrently improve object control skill performance.}, number={1}, journal={Research Quarterly for Exercise and Sport}, publisher={Informa UK Limited}, author={Taunton Miedema, Sally and Mulvey, Kelly Lynn and Brian, Ali}, year={2021}, month={Dec}, pages={294–298} }
@book{caslin_katti_mulvey_orcutt_eseryel_2020, title={Forests After Florence: Application of 360° Photography and Oral History to Document Hurricane Impacts on Urban Forests and Communities in Coastal North Carolina}, url={https://figshare.com/articles/Forests_After_Florence_Application_of_360_Photography_and_Oral_History_to_Document_Hurricane_Impacts_on_Urban_Forests_and_Communities_in_Coastal_North_Carolina/11908011/1}, DOI={10.6084/m9.figshare.11908011.v1}, journal={figshare}, publisher={figshare}, author={Caslin, Michael W. and Katti, Madhusudan and Mulvey, Kelly Lynn and Orcutt, Darby and Eseryel, Deniz}, year={2020} }
@article{mulvey_mcguire_hoffman_goff_rutland_winterbottom_balkwill_irvin_fields_burns_et al._2020, title={Interest and learning in informal science learning sites: Differences in experiences with different types of educators}, volume={15}, ISSN={1932-6203}, url={http://dx.doi.org/10.1371/journal.pone.0236279}, DOI={10.1371/journal.pone.0236279}, abstractNote={This study explored topic interest, perceived learning and actual recall of exhibit content in 979 children and adolescents and 1,184 adults who visited informal science learning sites and interacted with an adult or youth educator or just the exhibit itself as part of family visits to the sites. Children in early childhood reported greater topic interest and perceived learning, but actually recalled less content, than participants in middle childhood or adolescence. Youth visitors reported greater interest after interacting with a youth educator than just the exhibit, and perceived that they learn more if they interact with an educator (youth or adult). Participants in middle childhood recall more when they encounter a youth educator. Adult visitors reported greater interest after interaction with a youth educator than with the exhibit alone or an adult educator. They also perceived that they learn more if they interact with an educator (youth or adult) than just the exhibit and perceived that they learned more if they interacted with a youth educator than an adult educator. Results highlight the benefits of educators in informal science learning sites and document the importance of attention to developmental needs.}, number={7}, journal={PLOS ONE}, publisher={Public Library of Science (PLoS)}, author={Mulvey, Kelly Lynn and McGuire, Luke and Hoffman, Adam J. and Goff, Eric and Rutland, Adam and Winterbottom, Mark and Balkwill, Frances and Irvin, Matthew J. and Fields, Grace E. and Burns, Karen and et al.}, editor={Kwok, Man KiEditor}, year={2020}, month={Jul}, pages={e0236279} }
@article{mulvey_mcguire_hoffman_hartstone‐rose_winterbottom_balkwill_fields_burns_drews_chatton_et al._2020, title={Learning hand in hand: Engaging in research–practice partnerships to advance developmental science}, volume={2020}, ISSN={1520-3247 1534-8687}, url={http://dx.doi.org/10.1002/cad.20364}, DOI={10.1002/cad.20364}, abstractNote={Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research-practice partnerships, which involve both research and practice-based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevant research frameworks that may inform these partnerships, and provide an example of an ongoing research-practice partnership.}, number={172}, journal={New Directions for Child and Adolescent Development}, publisher={Hindawi Limited}, author={Mulvey, Kelly Lynn and McGuire, Luke and Hoffman, Adam J. and Hartstone‐Rose, Adam and Winterbottom, Mark and Balkwill, Frances and Fields, Grace E. and Burns, Karen and Drews, Marc and Chatton, Melissa and et al.}, year={2020}, month={Jul}, pages={125–134} }
@article{barbot_hein_trentacosta_beckmann_bick_crocetti_liu_rao_liew_overbeek_et al._2020, title={Manifesto for new directions in developmental science}, volume={2020}, ISSN={1520-3247 1534-8687}, url={http://dx.doi.org/10.1002/cad.20359}, DOI={10.1002/cad.20359}, abstractNote={Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental science pursue to meaningfully address real-world problems that impact human development throughout the lifespan? What conceptual or policy shifts are needed to steer the field in these directions? The present manifesto is proposed by a group of scholars from various disciplines and perspectives within developmental science to spark conversations and action plans in response to these questions. After highlighting four critical content domains that merit concentrated and often urgent research efforts, two issues regarding "how" we do developmental science and "what for" are outlined. This manifesto concludes with five proposals, calling for integrative, inclusive, transdisciplinary, transparent, and actionable developmental science. Specific recommendations, prospects, pitfalls, and challenges to reach this goal are discussed.}, number={172}, journal={New Directions for Child and Adolescent Development}, publisher={Wiley}, author={Barbot, Baptiste and Hein, Sascha and Trentacosta, Christopher and Beckmann, Jens F. and Bick, Johanna and Crocetti, Elisabetta and Liu, Yangyang and Rao, Sylvia Fernandez and Liew, Jeffrey and Overbeek, Geertjan and et al.}, year={2020}, month={Jul}, pages={135–149} }
@article{mcguire_mulvey_goff_irvin_winterbottom_fields_hartstone-rose_rutland_2020, title={STEM gender stereotypes from early childhood through adolescence at informal science centers}, volume={67}, ISSN={0193-3973}, url={http://dx.doi.org/10.1016/j.appdev.2020.101109}, DOI={10.1016/j.appdev.2020.101109}, abstractNote={Stereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement amongst girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums). Further, the study explored whether interactions with male or female educators influenced STEM stereotypes. Participants (n = 997, female = 572) were ISLS visitors in the UK and USA who either interacted with an educator, or no educator. With age participants were more likely to report that "both boys and girls" are "usually", "should" be, and "can" be good at STEM. Independent of age, male participants reported that their own gender group "should" be good at STEM. Educator interactions did not influence stereotype responses. These results highlight early childhood as a key developmental window in which to challenge ideas about who can and should be proficient in STEM.}, journal={Journal of Applied Developmental Psychology}, publisher={Elsevier BV}, author={McGuire, Luke and Mulvey, Kelly Lynn and Goff, Eric and Irvin, Matthew J. and Winterbottom, Mark and Fields, Grace E. and Hartstone-Rose, Adam and Rutland, Adam}, year={2020}, month={Mar}, pages={101109} }
@article{beißert_gönültaş_mulvey_2020, title={Social Inclusion of Refugee and Native Peers Among Adolescents: It is the Language that Matters!}, volume={30}, ISSN={1050-8392 1532-7795}, url={http://dx.doi.org/10.1111/jora.12518}, DOI={10.1111/jora.12518}, abstractNote={This study investigated the role of refugee status and language skills for adolescents’ inclusion or exclusion decisions in hypothetical intergroup scenarios. 100 German adolescents (Mage = 13.65 years, SD = 1.93) were presented three scenarios in which groups of adolescents are planning leisure time activities, and peers from their own country (Germany) versus another country (Syrian refugees) with either good or bad German skills want to join them. Whereas adolescents’ inclusion decisions did not differ between the German protagonist and the Syrian one with good German skills, the Syrian protagonist with bad German skills was less likely to be included than either of the other two. These findings have implications for understanding the role of language in adolescents’ inclusion decisions.}, number={1}, journal={Journal of Research on Adolescence}, publisher={Wiley}, author={Beißert, Hanna and Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2020}, month={Mar}, pages={219–233} }
@article{mulvey_gönültaş_hope_hoffman_distefano_irvin_carlson_2020, title={The Complex Nature of Youth Aggression: Relations Between Cognition, Discrimination, and Peer Perceptions of Bullying Involvement}, volume={53}, ISSN={0044-118X 1552-8499}, url={http://dx.doi.org/10.1177/0044118X20920085}, DOI={10.1177/0044118X20920085}, abstractNote={Youth victimization and aggression are common in adolescents’ everday lives. This study examines relations between youth cognition and reasoning around bullying and possible responses to bullying, peer nominations related to youth roles in the bullying ecology and self-report experiences of perceived racial discrimination using latent class analyses. Participants included 6th ( n = 423) and 9th ( n = 392) grade adolescents in the United States (49.1% female). Five distinct classes emerged: Typical, Uninvolved, Challengers, Experiences Discrimination, and Experiences Discrimination and Involved. Furthermore, participants in these classes reasoned about the acceptability of youth aggression and about their likelihood of different responses to youth aggression in distinct ways. Findings document that the Challengers class was most likely to judge the aggression as wrong and the least likely to indicate that they would not respond if they observed aggression. Furthermore, both classes of youth who reported experiencing discrimination judged the aggression as more acceptable.}, number={6}, journal={Youth & Society}, publisher={SAGE Publications}, author={Mulvey, Kelly Lynn and Gönültaş, Seçil and Hope, Elan C. and Hoffman, Adam J. and DiStefano, Christine and Irvin, Matthew J. and Carlson, Ryan}, year={2020}, month={May}, pages={979–1000} }
@article{hoffman_mcguire_rutland_hartstone-rose_irvin_winterbottom_balkwill_fields_mulvey_2020, title={The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs}, volume={50}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-020-01302-1}, DOI={10.1007/s10964-020-01302-1}, abstractNote={Abstract Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents ( M age = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g., science museums, zoos, or aquariums) in the United States ( n = 147) and the United Kingdom ( n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest.}, number={2}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Hoffman, Adam J. and McGuire, Luke and Rutland, Adam and Hartstone-Rose, Adam and Irvin, Matthew J. and Winterbottom, Mark and Balkwill, Frances and Fields, Grace E. and Mulvey, Kelly Lynn}, year={2020}, month={Aug}, pages={314–323} }
@article{goenueltas_mulvey_irdam_goff_irvin_carlson_distefano_2020, title={The Role of Social-Emotional Factors in Bystanders' Judgments and Responses to Peer Aggression and Following Retaliation in Adolescence}, volume={28}, ISSN={["1538-4799"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85073951583&partnerID=MN8TOARS}, DOI={10.1177/1063426619870492}, abstractNote={This study investigates how social-emotional factors are related to bystanders’ responses to aggression and possible retaliation. Participants consisted of sixth and ninth graders ( N = 896, 52.8% female) who indicated how likely they would be to intervene if they observed an initial aggressive act and then following retaliation. Hierarchical regression models were used to examine social-emotional predictors of bystander judgments and responses. Findings highlight that participants with high effortful control and transgressor justice sensitivity were more likely to evaluate bystander intervention as more acceptable. Furthermore, youth with higher affective empathy, sympathy, and observer justice sensitivity were more likely to report that they would engage in active bystander responses, whereas youth with higher negative affect and rejection sensitivity were more likely to report that they would engage in inactive responses to aggression. These findings have important implications for understanding how individual differences in social-emotional factors relate to bystander attitudes and responses to initial aggressive acts and to possible retribution.}, number={4}, journal={JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS}, publisher={SAGE Publications}, author={Goenueltas, Secil and Mulvey, Kelly Lynn and Irdam, Greysi and Goff, Eric and Irvin, Matthew J. and Carlson, Ryan and DiStefano, Christine}, year={2020}, month={Dec}, pages={195–208} }
@inbook{goff_hartstone-rose_irvin_mulvey_2020, place={Cham, Switzerland}, title={Using Augmented Reality to Promote Active Learning in College Science}, ISBN={9783030335991 9783030336004}, url={http://dx.doi.org/10.1007/978-3-030-33600-4_46}, DOI={10.1007/978-3-030-33600-4_46}, booktitle={Active Learning in College Science: The Case for Evidence-Based Practice}, publisher={Springer International Publishing}, author={Goff, E.E. and Hartstone-Rose, A. and Irvin, M.J. and Mulvey, K.L.}, editor={Mintzes, JJ and Walter, EMEditors}, year={2020}, pages={741–755} }
@article{mulvey_gönültaş_richardson_2020, title={Who Is to Blame? Children's and Adults' Moral Judgments Regarding Victim and Transgressor Negligence}, volume={44}, ISSN={0364-0213 1551-6709}, url={http://dx.doi.org/10.1111/cogs.12833}, DOI={10.1111/cogs.12833}, abstractNote={Abstract Research has documented that individuals consider outcomes, intentions, and transgressor negligence when making morally relevant judgments (Nobes, Panagiotaki, & Engelhardt, 2017). However, less is known about whether individuals attend to both victim and transgressor negligence in their evaluations. The current study measured 3‐ to 6‐year‐olds ( N = 70), 7‐ to 12‐year‐olds ( N = 54), and adults' ( N = 97, ages 18–25 years) moral judgments about scenarios in which an accidental transgression occurred involving property damage or physical harm. Participants were either assigned to conditions where the victim or the transgressor was negligent. Results revealed attention to negligence among all participants across a range of different moral judgment measures (including acceptability judgments, punishment judgments, and attributions of blame), with age‐related increases in attention to negligence evident. Results provide novel evidence that children and adults consider not just outcomes and intentions, but also the role of negligence in both victims and transgressors, when making social decisions.}, number={4}, journal={Cognitive Science}, publisher={Wiley}, author={Mulvey, Kelly Lynn and Gönültaş, Seçil and Richardson, Cameron B.}, year={2020}, month={Apr} }
@article{park_gönültaş_mulvey_killen_ruck_2019, title={Male Adolescents' and Young Adults' Evaluations of Interracial Exclusion in Offline and Online Settings}, volume={22}, ISSN={2152-2715 2152-2723}, url={http://dx.doi.org/10.1089/cyber.2019.0102}, DOI={10.1089/cyber.2019.0102}, abstractNote={While there is a growing body of research on how individuals evaluate interracial exclusion in offline settings, much less is known about evaluations of interracial exclusion in online settings. This study aimed to address this gap by examining evaluations by male adolescents and young adults (N = 151; Mage = 17.59, standard deviation = 0.50) of interracial exclusion in both online and offline settings to understand these evaluations in concert. Furthermore, participants completed measures of offline and online intergroup contact, providing new evidence that intergroup contact in online settings is an important context for learning about others. The findings indicate that participants' online and offline intergroup contacts were related. In terms of evaluations of exclusion, participants were much more likely to attribute exclusion to nonrace-based reasons in online and offline settings than to race-based reasons. Additionally, participants with higher rates of intergroup contact were more likely to perceive race-based exclusion as wrong than those with low rates of contact. The novel findings document that young men's online and offline intergroup contact shape their evaluations of interracial exclusion in online settings.}, number={10}, journal={Cyberpsychology, Behavior, and Social Networking}, publisher={Mary Ann Liebert Inc}, author={Park, Henry and Gönültaş, Seçil and Mulvey, Kelly Lynn and Killen, Melanie and Ruck, Martin D.}, year={2019}, month={Oct}, pages={641–647} }
@article{mulvey_miedema_stribing_gilbert_brian_2019, title={SKIPing Together: A Motor Competence Intervention Promotes Gender-Integrated Friendships for Young Children}, volume={82}, ISSN={0360-0025 1573-2762}, url={http://dx.doi.org/10.1007/s11199-019-01079-z}, DOI={10.1007/s11199-019-01079-z}, number={9-10}, journal={Sex Roles}, publisher={Springer Science and Business Media LLC}, author={Mulvey, Kelly Lynn and Miedema, Sally Taunton and Stribing, Alexandra and Gilbert, Emily and Brian, Ali}, year={2019}, month={Aug}, pages={550–557} }
@article{gönültaş_mulvey_2019, title={Social-Developmental Perspective on Intergroup Attitudes towards Immigrants and Refugees in Childhood and Adolescence: A Roadmap from Theory to Practice for an Inclusive Society}, volume={63}, ISSN={0018-716X 1423-0054}, url={http://dx.doi.org/10.1159/000503173}, DOI={10.1159/000503173}, abstractNote={The unprecedented rates of migration throughout the world have raised concerns about the social integration of immigrants and refugees due to possible experiences of prejudice, discrimination, and hostility from members of the host society. In this article, we review developmental and social theories and related research outlining children’s and adolescents’ intergroup attitudes towards immigrants and refugees. The discussion then moves to social agents that help shape children’s and adolescents’ attitudes regarding these relations. Theory-driven, empirically tested intervention studies that could potentially promote children’s and adolescents’ attitudes towards immigrants and refugees are discussed. We also address the limitations of current interventions, which were the starting points for this paper. Finally, we highlight important avenues for future research and make specific recommendations for practitioners and policy makers striving to promote harmonious intergroup relations across childhood and adolescence in social settings.}, number={2}, journal={Human Development}, publisher={S. Karger AG}, author={Gönültaş, Seçil and Mulvey, Kelly Lynn}, year={2019}, pages={90–111} }
@article{goff_mulvey_irvin_hartstone-rose_2019, title={The effects of prior informal science and math experiences on undergraduate STEM identity}, volume={38}, ISSN={0263-5143 1470-1138}, url={http://dx.doi.org/10.1080/02635143.2019.1627307}, DOI={10.1080/02635143.2019.1627307}, abstractNote={Background Recent reports have noted a need for increasing both the recruitment and retention of young people into the STEM disciplines. While many studies have reported on the benefits of classroom reform in formal education environments, less is known about the role of informal education programs in young people's academic aspirations, interest and competence in science and math domains.Purpose We examine the relationship between previous involvement in programs in informal science and math environments (ISMEs) and academic aspirations, competence and self-reported interest/engagement in science and math domains for college-aged young adults.Sample Participants included students (N = 750) at a major university in the southeast United States who were enrolled in an introductory biology course. The course was taught across five sections with separate instructors with similar training and teaching style and was populated by a majority of first year students majoring in STEM fields.Design and Methods Participants were asked to complete a survey during the first week of the semester to assess their participation in ISME programs during their pre-college years and to measure their academic aspirations, and expectations as well as their science and math perceived competence, interest and engagement.Results Young people who report participation in ISME programs prior to college report higher academic aspirations, feel more competent in science and math domains, and report increased interest and a greater engagement with science and math topics.Conclusions Outcomes posit the importance of participation in ISME programs as a possible means of promoting prolonged interest and involvement in the fields of science and math into students' early university careers.}, number={3}, journal={Research in Science & Technological Education}, publisher={Informa UK Limited}, author={Goff, Eric E. and Mulvey, Kelly Lynn and Irvin, Matthew J. and Hartstone-Rose, Adam}, year={2019}, month={Jun}, pages={1–17} }
@article{goff_mulvey_irvin_hartstone-rose_2018, title={Applications of Augmented Reality in Informal Science Learning Sites: a Review}, volume={27}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-018-9734-4}, DOI={10.1007/s10956-018-9734-4}, number={5}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Goff, Eric E. and Mulvey, Kelly Lynn and Irvin, Matthew J. and Hartstone-Rose, Adam}, year={2018}, month={May}, pages={433–447} }
@article{killen_mulvey_2018, title={CHALLENGING A DUAL‐PROCESS APPROACH TO MORAL REASONING: ADOLESCENTS AND ADULTS EVALUATIONS OF TROLLEY CAR SITUATIONS}, volume={83}, ISSN={0037-976X 1540-5834}, url={http://dx.doi.org/10.1111/mono.12380}, DOI={10.1111/mono.12380}, abstractNote={Monographs of the Society for Research in Child DevelopmentVolume 83, Issue 3 p. 110-123 COMMENTARY CHALLENGING A DUAL-PROCESS APPROACH TO MORAL REASONING: ADOLESCENTS AND ADULTS EVALUATIONS OF TROLLEY CAR SITUATIONS Melanie Killen, Corresponding Author Melanie Killen mkillen@umd.edu Corresponding author: Melanie Killen, Department of Human Development and Quantitative Methodology, 3942 Campus Drive, Suite 3304, University of Maryland, College Park, MD 20742, USA. email: mkillen@umd.eduSearch for more papers by this authorKelly Lynn Mulvey, Kelly Lynn MulveySearch for more papers by this author Melanie Killen, Corresponding Author Melanie Killen mkillen@umd.edu Corresponding author: Melanie Killen, Department of Human Development and Quantitative Methodology, 3942 Campus Drive, Suite 3304, University of Maryland, College Park, MD 20742, USA. email: mkillen@umd.eduSearch for more papers by this authorKelly Lynn Mulvey, Kelly Lynn MulveySearch for more papers by this author First published: 01 August 2018 https://doi.org/10.1111/mono.12380Citations: 1 This article is part of the issue “Moral Reasoning About Human Welfare in Adolescents and Adults: Judging Conflicts Involving Sacrificing and Saving Lives,” Audun Dahl, Matthew Gingo, Kevin Uttich, and Elliot Turiel (Issue Authors). For a full listing of articles in this issue, see: https://onlinelibrary.wiley.com/toc/15405834/2018/83/3. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume83, Issue3Moral Reasoning About Human Welfare in Adolescents and Adults: Judging Conflicts Involving Sacrificing and Saving Lives; Issue Authors - Audun Dahl, Matthew Gingo, Kevin Uttich and Elliot TurielSeptember 2018Pages 110-123 RelatedInformation}, number={3}, journal={Monographs of the Society for Research in Child Development}, publisher={Wiley}, author={Killen, Melanie and Mulvey, Kelly Lynn}, year={2018}, month={Aug}, pages={110–123} }
@article{beissert_mulvey_killen_2018, title={Children's Act Evaluation and Emotion Attribution Reasoning Regarding Different Moral Transgressions}, volume={64}, ISSN={["1535-0266"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85066778029&partnerID=MN8TOARS}, DOI={10.13110/merrpalmquar1982.64.2.0195}, abstractNote={Abstract:This study investigated patterns of reasoning regarding different types of moral transgressions and different measures of moral development in children 6–8 years of age (N = 130). The findings documented different patterns of reasoning for each measure and for transgressions including different moral principles. Children distinguished between their understanding of their emotional response to a transgression and the moral violation that has occurred, using much more moral reasoning when justifying act evaluations and much more self-interest reasoning when justifying emotion attributions. Children also differentiated between different types of moral violations—that is, transgressions including different moral principles. Stories about others’ welfare elicited reasoning related to others’ welfare, stories about fairness elicited reasoning related to equality/rights/fairness, and a multifaceted story elicited both types of moral reasoning.}, number={2}, journal={MERRILL-PALMER QUARTERLY-JOURNAL OF DEVELOPMENTAL PSYCHOLOGY}, publisher={Wayne State University Press}, author={Beissert, Hanna M. and Mulvey, Kelly L. and Killen, Melanie}, year={2018}, month={Apr}, pages={195–219} }
@article{mulvey_taunton_pennell_brian_2018, title={Head, Toes, Knees, SKIP! Improving Preschool Children’s Executive Function Through a Motor Competence Intervention}, volume={40}, ISSN={0895-2779 1543-2904}, url={http://dx.doi.org/10.1123/jsep.2018-0007}, DOI={10.1123/jsep.2018-0007}, abstractNote={ Executive function skills play a critical role in school readiness for young children and can be improved through targeted intervention. However, children in preschool often experience deficits in multiple developmental domains. Thus, there is a need for integrated interventions that target multiple domains in concert. This study tested whether a proven gross motor skill intervention, Successful Kinesthetic Instruction for Preschoolers (SKIP), also improves preschoolers' executive function. Participants were randomly assigned to either intervention (n = 50) or control (n = 57) conditions. Prior to intervention, executive function and gross motor skills were tested. Intervention occurred for 6 weeks with 30-min sessions twice weekly (dose = 360 min). At posttest, participants in the SKIP condition showed significantly better gross motor and executive function skills than control participants. Results are the first to document the effectiveness of the SKIP intervention in also improving children's executive function. }, number={5}, journal={Journal of Sport and Exercise Psychology}, publisher={Human Kinetics}, author={Mulvey, Kelly Lynn and Taunton, Sally and Pennell, Adam and Brian, Ali}, year={2018}, month={Oct}, pages={233–239} }
@article{mulvey_irvin_2018, title={Judgments and reasoning about exclusion from counter-stereotypic STEM career choices in early childhood}, volume={44}, ISSN={0885-2006}, url={http://dx.doi.org/10.1016/j.ecresq.2018.03.016}, DOI={10.1016/j.ecresq.2018.03.016}, abstractNote={To investigate young children’s evaluations of counter-stereotypic career choices, children (ages 3–8 years, N = 141) made judgments about the acceptability of pursuing STEM careers that were gender counter-stereotypic (atypical for one’s gender) and about the acceptability of exclusion from such careers. Participants evaluated European-American or African-American girls and boys who wanted to pursue counter-stereotypic careers. Generally, children supported counter-stereotypic career choices and evaluated exclusion from these careers to be unacceptable. However, results indicated that younger children judged counter-stereotypic career choices as less acceptable than did older children, and that parental attitudes and beliefs toward science and math were related to children’s evaluations. Differences in reasoning and based on the gender of the target were also identified. Additionally, results indicate that ethnic minority children may evaluate counter-stereotypic choices as less acceptable than do ethnic majority participants, but no differences based on target ethnicity were found. The findings suggest the importance of discouraging the use of stereotypes about careers among young children.}, journal={Early Childhood Research Quarterly}, publisher={Elsevier BV}, author={Mulvey, Kelly Lynn and Irvin, Matthew J.}, year={2018}, pages={220–230} }
@article{mulvey_gönültaş_goff_irdam_carlson_distefano_irvin_2018, title={School and Family Factors Predicting Adolescent Cognition Regarding Bystander Intervention in Response to Bullying and Victim Retaliation}, volume={48}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-018-0941-3}, DOI={10.1007/s10964-018-0941-3}, abstractNote={Youth aggression occurs at high rates. Aggressive acts can be curbed through bystander intervention; yet, little is known about school and family factors that predict bystander intervention in response to both aggression and victim retaliation. This research examines school and family factors related to standing up to aggression and intervening before possible retaliation occurs. Participants included 6 th and 9 th graders (N = 896, 52.8% female), who evaluated how likely they would be to intervene if they observed aggression and if they heard the victim was planning to retaliate. Family and school factors are important predictors of bystander intervention, with higher family management, and more positive school climate associated with greater likelihood of intervention and higher feelings of social exclusion and teacher and peer discrimination associated with inactive responses to aggression and retaliation. Thus, a complex constellation of factors relate to the likelihood of intervening if someone is being victimized or considering retaliation in response to victimization. The results provide guidance and new directions for possible school- and family-based interventions to encourage bystander intervention in instances of aggression.}, number={3}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Mulvey, Kelly Lynn and Gönültaş, Seçil and Goff, Eric and Irdam, Greysi and Carlson, Ryan and DiStefano, Christine and Irvin, Matthew J.}, year={2018}, month={Oct}, pages={581–596} }
@article{mulvey_hoffman_gönültaş_hope_cooper_2018, title={Understanding experiences with bullying and bias-based bullying: What matters and for whom?}, volume={8}, ISSN={2152-081X 2152-0828}, url={http://dx.doi.org/10.1037/vio0000206}, DOI={10.1037/vio0000206}, abstractNote={Objective: Using data from the 2015 National Crime Victimization Survey School Crime Supplement, this study examines differential outcomes for youth who report nonbias-based bullying, bias-based bullying on the basis of one social identity, and bias-based bullying on more than one social identity. Method: Data were gathered from youth aged 12 to 18 who reported experiences of bullying (N = 678, 44.2% male). The study tested outcomes regarding (a) rates of afterschool activity participation, (b) participants’ self-reported fear, and (c) self-reported school avoidance and the relative impact of mediators (the negative effects of bullying, participants’ perceptions of school safety, social support, and school fairness) across three types of bullying experiences. Results: Results demonstrate that perceptions of school safety, social support, and school fairness generally buffer youth from the negative effects of bullying but that these relationships differ depending on whether the victim experiences nonbias-based bullying or bias-based bullying and depending on if they are targeted because of one or multiple facets of their social identity. Further, results indicate that youth who experience bias-based bullying based on multiple social identities report more negative outcomes of bullying and higher levels of school avoidance and fear than those students who only report one type of bias-based bullying and those who experience non-bias-based bullying. Conclusion: The findings have implications for how schools should implement interventions that address bias and prejudice in bullying and should tailor interventions to the unique experiences of youth who report bias-based and nonbias-based bullying.}, number={6}, journal={Psychology of Violence}, publisher={American Psychological Association (APA)}, author={Mulvey, Kelly Lynn and Hoffman, Adam J. and Gönültaş, Seçil and Hope, Elan C. and Cooper, Shauna M.}, year={2018}, month={Nov}, pages={702–711} }
@article{taunton_mulvey_brian_2018, title={Who SKIPS? Using Temperament to Explain Differential Outcomes of a Motor Competence Intervention for Preschoolers}, volume={89}, ISSN={0270-1367 2168-3824}, url={http://dx.doi.org/10.1080/02701367.2018.1444256}, DOI={10.1080/02701367.2018.1444256}, abstractNote={Purpose: Although motor skill interventions often improve fundamental motor skills (FMS) during preschool, the extent of individual children's success in development of FMS still varies among children receiving the same intervention. Temperament is multifaceted and includes negative affect (high levels of frustration or anger), effortful control (focus, self-regulation, and concentration), and surgency (energy and activity level). Temperament often influences cognitive, social, and behavioral outcomes and may be a significant factor in the development of FMS. The purpose of this study was to examine the influence of temperament on children's improvement in FMS within a gross motor intervention. Method: Participants (N = 80; Mage = 55.36 months, SD = 6.99 months) completed the Test of Gross Motor Development-Second Edition prior to and after intervention. Teachers completed the Child Behavior Questionnaire-Very Short Form to examine each child's temperament. To account for possibility of a Type 1 error, we conducted 6 separate 2 (temperament variable: high, low) × 2 (treatment: intervention, control) analyses of covariance and examined posttest scores for locomotor and object-control skills with pretest scores as covariates among participants with high and low surgency, negative affect, and effortful control. Results: Results revealed children with low levels of negative affect and surgency and high levels of effortful control demonstrated greater gains (ηp2 = .05–.34) in both locomotor and object-control skills during motor skill intervention compared with their peers. Conclusion: Providing interventions tailored to temperamental profiles could maximize gains in FMS through intervention.}, number={2}, journal={Research Quarterly for Exercise and Sport}, publisher={Informa UK Limited}, author={Taunton, Sally A. and Mulvey, Kelly Lynn and Brian, Ali S.}, year={2018}, month={Apr}, pages={200–209} }
@article{mulvey_boswell_niehaus_2018, title={You don’t need to talk to throw a ball! Children’s inclusion of language-outgroup members in behavioral and hypothetical scenarios.}, volume={54}, ISSN={1939-0599 0012-1649}, url={http://dx.doi.org/10.1037/dev0000531}, DOI={10.1037/dev0000531}, abstractNote={To investigate children's inclusion of language-outgroup members, English-speaking children (8-9 years and 10-11 years of age, N = 57) made inclusion decisions while playing a simulated ball-tossing game, Cyberball, and while evaluating hypothetical scenarios involving language-outgroup members who wanted to play with their group. In the Cyberball game, the group norm was to exclude non-English-speaking peers, and participant tosses to a language-outgroup member (i.e., Spanish, Chinese, or Arabic speaking) were coded as a measure of behavioral inclusion. In the hypothetical scenarios, participants made prescriptive and descriptive judgments about their expectations regarding the inclusion of a language-outgroup member. They also evaluated their own and their group's inclusion likelihood. Results revealed that participants' evaluations of how acceptable exclusion was predicted their behavioral inclusion in the Cyberball game. Further, participants were more likely to think that the language-outgroup member should be included and less likely to think that the outgroup member would be included. They also differentiated between their own and their group's likelihood of including a language-outgroup member and reasoned about this decision by focusing on group functioning and language. In addition, there were age-related differences, with participants demonstrating greater inclusivity with age. The findings suggest the complexity of children's social cognition and the importance of providing them with a rich array of opportunities to play with language-outgroup members. (PsycINFO Database Record}, number={7}, journal={Developmental Psychology}, publisher={American Psychological Association (APA)}, author={Mulvey, Kelly Lynn and Boswell, Corey and Niehaus, Kate}, year={2018}, month={Jul}, pages={1372–1380} }
@article{mulvey_mcmillian_irvin_carlson_2018, title={Youth Cognition Surrounding Bullying of Peers With Disabilities: Inclusion, Intervention, and the Role of the Group}, volume={28}, ISSN={1063-4266 1538-4799}, url={http://dx.doi.org/10.1177/1063426618799737}, DOI={10.1177/1063426618799737}, abstractNote={Children with disabilities often experience high rates of bullying, teasing, and social exclusion and these experiences are related to a host of negative outcomes for children who are victimized by these forms of bias-based bullying. Little is known, however, about children’s cognition regarding bullying and exclusion of youth with disabilities. The current study measured children’s (9- to 10- and 11- to 12-year-olds; N = 90) social cognition regarding bullying and exclusion of peers with different types of disabilities. Results revealed that children’s expectations of how inclusive their peers would be toward youth with disabilities were related to participants’ own inclusion expectations and that male participants and those who reported greater levels of frustration were less likely to expect that they would include peers with disabilities. Furthermore, participants’ moral judgments about the harmful nature of bullying and their own rates of aggressive behavior were associated with their likelihood of intervening if they observed youth with disabilities being victimized. Finally, results indicated variation in types of intervention behaviors children expected to employ. The findings indicate that youth recognize the importance of challenging bullying and exclusion of youth with disabilities, but that they are also influenced by their perceptions of peer responses.}, number={1}, journal={Journal of Emotional and Behavioral Disorders}, publisher={SAGE Publications}, author={Mulvey, Kelly Lynn and McMillian, Lauren and Irvin, Matthew J. and Carlson, Ryan G.}, year={2018}, month={Sep}, pages={17–28} }
@article{lynn_boswell_zheng_2017, title={Causes and Consequences of Social Exclusion and Peer Rejection Among Children and Adolescents.}, url={http://europepmc.org/abstract/med/30100820}, journal={Report on emotional & behavioral disorders in youth}, author={Lynn, Mulvey K and Boswell, C and Zheng, J}, year={2017}, month={Jan} }
@article{mulvey_killen_2017, title={Children’s and Adolescents’ Expectations about Challenging Unfair Group Norms}, volume={46}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-017-0671-y}, DOI={10.1007/s10964-017-0671-y}, number={10}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Mulvey, Kelly Lynn and Killen, Melanie}, year={2017}, month={Apr}, pages={2241–2253} }
@article{mulvey_miller_rizzardi_2017, title={Gender and engineering aptitude: Is the color of science, technology, engineering, and math materials related to children’s performance?}, volume={160}, ISSN={0022-0965}, url={http://dx.doi.org/10.1016/j.jecp.2017.03.006}, DOI={10.1016/j.jecp.2017.03.006}, abstractNote={To investigate gender stereotypes, demonstrated engineering aptitude, and attitudes, children (N = 105) solved an engineering problem using either pastel-colored or primary-colored materials. Participants also evaluated the acceptability of denial of access to engineering materials based on gender and counter-stereotypic preferences (i.e., a boy who prefers pastel-colored materials). Whereas material color was not related to differences in female participants’ performance, younger boys assigned to pastel materials demonstrated lower engineering aptitude than did other participants. In addition, results documented age- and gender-related differences; younger participants, and sometimes boys, exhibited less flexibility regarding gender stereotypes than did older and female participants. The findings suggest that attempts to enhance STEM (science, technology, engineering, and math) engagement or performance through the color of STEM materials may have unintended consequences.}, journal={Journal of Experimental Child Psychology}, publisher={Elsevier BV}, author={Mulvey, Kelly Lynn and Miller, Bridget and Rizzardi, Victoria}, year={2017}, month={Aug}, pages={119–126} }
@book{hitti_mulvey_killen_2017, title={Minority and majority children's evaluations of social exclusion in intergroup contexts}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85019866756&partnerID=MN8TOARS}, DOI={10.1007/978-3-319-43645-6_17}, journal={Handbook on Positive Development of Minority Children and Youth}, author={Hitti, A. and Mulvey, K.L. and Killen, M.}, year={2017}, pages={281–293} }
@inbook{mulvey_mcmillin_fram_2017, title={Morality}, ISBN={9783319280998 9783319280998}, url={http://dx.doi.org/10.1007/978-3-319-28099-8_1254-1}, DOI={10.1007/978-3-319-28099-8_1254-1}, booktitle={Encyclopedia of Personality and Individual Differences}, publisher={Springer International Publishing}, author={Mulvey, Kelly Lynn and McMillin, Lauren and Fram, Paul}, year={2017}, pages={1–4} }
@article{mulvey_buchheister_mcgrath_2016, title={Evaluations of intergroup resource allocations: The role of theory of mind}, volume={142}, ISSN={0022-0965}, url={http://dx.doi.org/10.1016/j.jecp.2015.10.002}, DOI={10.1016/j.jecp.2015.10.002}, abstractNote={The purpose of this study was to investigate the relations between children’s social cognitive skills and their evaluations of resource allocations in intergroup contexts (N = 73, 3–6 years of age). Participants evaluated three snack-time resource allocation scenarios (self-disadvantaged, self-advantaged, and other-disadvantaged) in either a school ingroup or outgroup context. They evaluated the acceptability of the resource allocation and provided reasoning about their evaluation. Participants who had false belief theory of mind (FB ToM) competence were more likely than participants who did not have FB ToM to evaluate inequality as unacceptable. In addition, participants without FB ToM evaluated unequal allocations to another child as more okay in an outgroup condition than participants with FB ToM. Participants reasoned about their allocations differently depending on the context. Results reveal the importance of FB ToM for recognizing unfair resource allocations, especially in intergroup contexts.}, journal={Journal of Experimental Child Psychology}, publisher={Elsevier BV}, author={Mulvey, Kelly Lynn and Buchheister, Kelley and McGrath, Kathleen}, year={2016}, month={Feb}, pages={203–211} }
@article{mulvey_2016, title={Evaluations of moral and conventional intergroup transgressions}, volume={34}, ISSN={0261-510X 2044-835X}, url={http://dx.doi.org/10.1111/bjdp.12145}, DOI={10.1111/bjdp.12145}, abstractNote={To investigate children's understanding of intergroup transgressions, children (3-8 years, N = 84) evaluated moral and conventional transgressions that occurred among members of the same gender group (ingroup) or members of different gender groups (outgroup). All participants judged moral transgressions to be more wrong than conventional transgressions. However, when asked to make a judgment after being told an authority figure did not see the transgression, younger participants still judged that moral violations were less acceptable than conventional transgressions, but judged both moral and conventional transgressions with an outgroup victim as more acceptable than the corresponding transgressions with an ingroup victim. Older children did not demonstrate the same ingroup bias; rather they focused only on the domain of the transgressions. The results demonstrate the impact intergroup information has on children's evaluations about both moral and conventional transgressions.}, number={4}, journal={British Journal of Developmental Psychology}, publisher={Wiley}, author={Mulvey, Kelly Lynn}, year={2016}, month={Apr}, pages={489–501} }
@article{mulvey_killen_2016, title={Keeping Quiet Just Wouldn’t be Right: Children’s and Adolescents’ Evaluations of Challenges to Peer Relational and Physical Aggression}, volume={45}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-016-0437-y}, DOI={10.1007/s10964-016-0437-y}, abstractNote={Youth peer groups hold many different types of norms, including norms supporting aggressive behavior. Challenging or standing up to such aggressive norms can be difficult for children and adolescents, given the pressures to conform to groups. In the current study, the relationship between individual judgments and expectations of the judgments of a peer group about the acceptability of challenging aggressive group norms was investigated. The sample included 9-10 and 13-14 year-olds (N = 292, 52.4 % female). Participants evaluated groups with norms condoning physical and relational aggression. Participants were more supportive of challenges to relational aggression than challenges to physical aggression. Additionally, age-related differences were found, with younger children perceiving challenges to group norms as more feasible than did adolescents. Participants individually rated challenging aggressive norms as okay, but thought that groups would be much less supportive of such challenges. The results also documented the influence of gender stereotypes about aggressive behavior on children's and adolescents' evaluations.}, number={9}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Mulvey, Kelly Lynn and Killen, Melanie}, year={2016}, month={Mar}, pages={1824–1835} }
@book{mulvey_hitti_smetana_killen_2016, title={Morality, context, and development}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029929204&partnerID=MN8TOARS}, DOI={10.4324/9781315764931}, journal={Child Psychology: A Handbook of Contemporary Issues: Third Edition}, author={Mulvey, K.L. and Hitti, A. and Smetana, J.G. and Killen, M.}, year={2016}, pages={285–304} }
@article{mulvey_palmer_abrams_2016, title={Race‐Based Humor and Peer Group Dynamics in Adolescence: Bystander Intervention and Social Exclusion}, volume={87}, ISSN={0009-3920 1467-8624}, url={http://dx.doi.org/10.1111/cdev.12600}, DOI={10.1111/cdev.12600}, abstractNote={Adolescents' evaluations of discriminatory race-based humor and their expectations about peer responses to discrimination were investigated in 8th- (Mage = 13.80) and 10th-grade (Mage = 16.11) primarily European-American participants (N = 256). Older adolescents judged race-based humor as more acceptable than did younger adolescents and were less likely to expect peer intervention. Participants who rejected discrimination were more likely to reference welfare/rights and prejudice and to anticipate that peers would intervene. Showing awareness of group processes, adolescents who rejected race-based humor believed that peers who intervened would be more likely to be excluded. They also disapproved of exclusion more than did participants who supported race-based humor. Results expose the complexity of situations involving subtle discrimination. Implications for bullying interventions are discussed.}, number={5}, journal={Child Development}, publisher={Wiley}, author={Mulvey, Kelly Lynn and Palmer, Sally B. and Abrams, Dominic}, year={2016}, month={Sep}, pages={1379–1391} }
@inbook{hitti_mulvey_killen_2016, title={Social Exclusion in Adolescence}, ISBN={9783319321325}, url={http://dx.doi.org/10.1007/978-3-319-32132-5_50-2}, DOI={10.1007/978-3-319-32132-5_50-2}, booktitle={Encyclopedia of Adolescence}, publisher={Springer International Publishing}, author={Hitti, Aline and Mulvey, Kelly Lynn and Killen, Melanie}, year={2016}, pages={1–14} }
@article{mulvey_rizzo_killen_2015, title={Challenging gender stereotypes: Theory of mind and peer group dynamics}, volume={19}, ISSN={1363-755X 1467-7687}, url={http://dx.doi.org/10.1111/desc.12345}, DOI={10.1111/desc.12345}, abstractNote={Abstract To investigate the social cognitive skills related to challenging gender stereotypes, children ( N = 61, 3–6 years) evaluated a peer who challenged gender stereotypic norms held by the peer's group. Participants with false belief theory of mind ( FB ToM) competence were more likely than participants who did not have FB ToM to expect a peer to challenge the group's stereotypes and propose that the group engage in a non‐stereotypic activity. Further, participants with FB ToM rated challenging the peer group more positively. Participants without FB ToM did not differentiate between their own and the group's evaluation of challenges to the group's stereotypic norms, but those with ToM competence asserted that they would be more supportive of challenging the group norm than would the peer group. Results reveal the importance of social‐cognitive competencies for recognizing the legitimacy of challenging stereotypes, and for understanding one's own and other group perspectives.}, number={6}, journal={Developmental Science}, publisher={Wiley}, author={Mulvey, Kelly Lynn and Rizzo, Michael T. and Killen, Melanie}, year={2015}, month={Sep}, pages={999–1010} }
@article{mulvey_2015, title={Children's Reasoning About Social Exclusion: Balancing Many Factors}, volume={10}, ISSN={1750-8592 1750-8606}, url={http://dx.doi.org/10.1111/cdep.12157}, DOI={10.1111/cdep.12157}, abstractNote={Abstract Social exclusion is pervasive throughout development. In this article, I explore the factors involved in children's and adolescents' reasoning about and evaluation of group‐based exclusion: (a) social‐cognitive skill level, (b) social‐contextual factors, (c) emotion evaluations, and (d) competing moral and group‐based norms. Social exclusion in group‐based contexts involves balancing moral principles (focused on preventing harm and ensuring just and equitable treatment) with loyalty and allegiance to one's group. Children and adolescents evaluate these complex scenarios by weighing contextual factors, considering the role of the emotions experienced by excluders and by those who are excluded, and relying on their social‐cognitive skills and knowledge. With age, children reason about social exclusion with greater and more nuanced sophistication across many contexts.}, number={1}, journal={Child Development Perspectives}, publisher={Wiley}, author={Mulvey, Kelly Lynn}, year={2015}, month={Nov}, pages={22–27} }
@article{rutland_hitti_mulvey_abrams_killen_2015, title={When Does the In-Group Like the Out-Group? Bias Among Children as a Function of Group Norms}, volume={26}, ISSN={0956-7976 1467-9280}, url={http://dx.doi.org/10.1177/0956797615572758}, DOI={10.1177/0956797615572758}, abstractNote={Research indicates that in-group favoritism is prevalent among both adults and children. Although research has documented that individuals do not consistently display an in-group bias, the conditions under which out-group preference exists are not well understood. In this study, participants ( N = 462) aged 9 to 16 years judged in-group deviant acts that were either in line with or counter to a generic norm shared by both groups. The findings demonstrated, for the first time, that children preferred out-group over in-group deviance only when the in-group peer’s deviance was in line with the generic norm and a threat to their group’s identity. Participants justified their disapproval of these deviants by focusing on the need for group cohesion and loyalty, while they signified their approval by spotlighting the need for autonomy. Our findings suggest that children’s intergroup attitudes are influenced by how the behavior of their peers matches different levels of group norms.}, number={6}, journal={Psychological Science}, publisher={SAGE Publications}, author={Rutland, Adam and Hitti, Aline and Mulvey, Kelly Lynn and Abrams, Dominic and Killen, Melanie}, year={2015}, month={Apr}, pages={834–842} }
@article{mulvey_killen_2014, title={Challenging Gender Stereotypes: Resistance and Exclusion}, volume={86}, ISSN={0009-3920 1467-8624}, url={http://dx.doi.org/10.1111/cdev.12317}, DOI={10.1111/cdev.12317}, abstractNote={The likelihood of resisting gender‐stereotypic peer group norms, along with expectations about personal resistance, was investigated in 9‐ to 10‐year‐olds and 13‐ to 14‐year‐olds ( N = 292). Participants were told about a stereotype conforming group (boys playing football; girls doing ballet) and a stereotype nonconforming group (boys doing ballet; girls playing football). Contrary to expectations from gender‐stereotyping research, participants stated that they would personally resist gender‐stereotypic norms, and more so than they would expect their peers to resist. However, expecting peers to resist declined with age. Participants expected that exclusion from the group was a consequence for challenging the peer group, and understood the asymmetrical status of gender stereotypes with an expectation that it would be more difficult for boys to challenge stereotypes than for girls.}, number={3}, journal={Child Development}, publisher={Wiley}, author={Mulvey, Kelly Lynn and Killen, Melanie}, year={2014}, month={Nov}, pages={681–694} }
@article{mulvey_hitti_rutland_abrams_killen_2014, title={Context differences in children’s ingroup preferences.}, volume={50}, ISSN={1939-0599 0012-1649}, url={http://dx.doi.org/10.1037/a0035593}, DOI={10.1037/a0035593}, abstractNote={Ingroup preferences when deciding who to include in 2 distinct intergroup contexts, gender and school affiliation, were investigated. Children and adolescents, in the 4th (9-10 years) and 8th (13-14 years) grades, chose between including someone in their group who shared their group norm (moral or conventional) or who shared their group membership (school affiliation or gender). With age, children displayed a greater ability to balance information about ingroup norms and group membership. Younger children were more likely to include an outgroup member who supported equal norms than were older children. Accompanying the choices made, there was a greater use of fairness reasoning in younger rather than older participants, and increased references to group identity and group functioning for school identification. There were no differences in ingroup preferences in the school and gender contexts for groups involving moral norms. Desires for equal allocation of resources trumped differences related to ingroup preference. For social-conventional norms, however, there was a greater ingroup preference in a school intergroup context than in a gender intergroup context. Thus, the results demonstrate the importance of context in the manifestation of ingroup preference and the increasing sophistication, with age, of children's and adolescents' group decision-making skills.}, number={5}, journal={Developmental Psychology}, publisher={American Psychological Association (APA)}, author={Mulvey, Kelly Lynn and Hitti, Aline and Rutland, Adam and Abrams, Dominic and Killen, Melanie}, year={2014}, pages={1507–1519} }
@article{mulvey_hitti_rutland_abrams_killen_2014, title={When Do Children Dislike Ingroup Members? Resource Allocation from Individual and Group Perspectives}, volume={70}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84896768291&partnerID=MN8TOARS}, DOI={10.1111/josi.12045}, abstractNote={Do children like ingroup members who challenge group norms about resource allocation? Further, do children evaluate from their own individual perspective? Participants ( N = 381), aged 9.5 and 13.5 years, evaluated members of their own group who deviated from group norms about resource allocation by either: (1) advocating for equal allocation in contrast to the group norm of inequality; or (2) advocating for inequality when the group norm was to divide equally. With age, participants differentiated their own individual favorability from the group's favorability of deviant members of the ingroup. Further, when deciding between group loyalty and equal allocation, children and adolescents gave priority to equality, rejecting group decisions to dislike ingroup members who advocated for equality.}, number={1}, journal={Journal of Social Issues}, author={Mulvey, K.L. and Hitti, A. and Rutland, A. and Abrams, D. and Killen, M.}, year={2014}, pages={29–46} }
@article{aline hitti_killen_2013, title={Morality, Intentionality, and Exclusion}, DOI={10.1093/acprof:oso/9780199890712.003.0070}, abstractNote={Abstract This chapter discusses the role of intentionality in children's social evaluations about intergroup and interpersonal encounters with peers. It proposes that the gap between children's moral judgments and their display of social biases can be best explained by examining their ability to differentiate their own perspective from that of a group's perspective, to recognize when group goals may be at odds with moral principles, and to understand that others may not have access to the same information that the self has (Theory of Mind) and specifically in contexts that are morally relevant.}, journal={Navigating the Social World}, publisher={Oxford University Press}, author={Aline Hitti, Kelly Lynn Mulvey and Killen, Melanie}, year={2013}, month={Apr}, pages={377–384} }
@article{richardson_hitti_mulvey_killen_2013, title={Social Exclusion: The Interplay of Group Goals and Individual Characteristics}, volume={43}, ISSN={0047-2891 1573-6601}, url={http://dx.doi.org/10.1007/s10964-013-9967-8}, DOI={10.1007/s10964-013-9967-8}, abstractNote={Past research has shown that adolescents justify social exclusion based on concerns for group functioning, and yet, to date, no study has evaluated whether group functioning justifications shift or remain stable across different exclusion contexts. In this study, we systematically manipulated exclusion context (i.e., competitive or noncompetitive soccer groups) and individual characteristics of the target of exclusion to test the nature of the interaction between these factors during exclusion judgments. Adolescents' (N = 201; 61% Female) exclusion judgments differed across contexts only when an individual's ability was under consideration. Intergroup (i.e., gender, nationality) and interpersonal (i.e., aggression, shyness) characteristics overwhelmed contextual considerations. Results indicate the complexity of factors weighed by adolescents when making exclusion judgments, and suggest the need for extension of the present findings to understand more fully the interaction between the context of exclusion and individual characteristics in exclusion judgments.}, number={8}, journal={Journal of Youth and Adolescence}, publisher={Springer Science and Business Media LLC}, author={Richardson, Cameron B. and Hitti, Aline and Mulvey, Kelly Lynn and Killen, Melanie}, year={2013}, month={Jun}, pages={1281–1294} }
@article{hitti_mulvey_rutland_abrams_killen_2013, title={When Is It Okay to Exclude a Member of the Ingroup? Children's and Adolescents’ Social Reasoning}, volume={23}, ISSN={0961-205X 1467-9507}, url={http://dx.doi.org/10.1111/sode.12047}, DOI={10.1111/sode.12047}, abstractNote={Abstract Social exclusion of those who challenge group norms was investigated by asking children and adolescents, adolescents, age 9–13 years ( N = 381), to evaluate exclusion of group members who deviated from group norms. Testing predictions from social reasoning developmental theories of group‐based exclusion, children and adolescents evaluated exclusion based on group norms involving allocation of resources and group traditions about dress code. Exclusion of deviant members was viewed as increasingly wrong with age, but also varied by the type of norm the deviant challenged. Participants who reported disliking a deviant member who wanted to distribute money unequally also found it acceptable to exclude them. Those who disliked deviants who went against norms about dress codes did not think exclusion was warranted. These findings are discussed in the context of children's social‐cognitive development regarding peer rejection as well as the role played by moral judgment and group dynamics.}, number={3}, journal={Social Development}, publisher={Wiley}, author={Hitti, Aline and Mulvey, Kelly Lynn and Rutland, Adam and Abrams, Dominic and Killen, Melanie}, year={2013}, month={Jul}, pages={451–469} }
@article{killen_rutland_abrams_mulvey_hitti_2012, title={Development of Intra‐ and Intergroup Judgments in the Context of Moral and Social‐Conventional Norms}, volume={84}, ISSN={0009-3920 1467-8624}, url={http://dx.doi.org/10.1111/cdev.12011}, DOI={10.1111/cdev.12011}, abstractNote={Children and adolescents evaluated group inclusion and exclusion in the context of generic and group‐specific norms involving morality and social conventions. Participants ( N = 381), aged 9.5 and 13.5 years, judged an in‐group member's decision to deviate from the norms of the group, whom to include, and whether their personal preference was the same as what they expected a group should do. Deviating from in‐group moral norms about unequal allocation of resources was viewed more positively than deviating from conventional norms about nontraditional dress codes. With age, participants gave priority to group‐specific norms and differentiated what the group should do from their own preference about the group's decision, revealing a developmental picture about children's complex understanding of group dynamics and group norms.}, number={3}, journal={Child Development}, publisher={Wiley}, author={Killen, Melanie and Rutland, Adam and Abrams, Dominic and Mulvey, Kelly Lynn and Hitti, Aline}, year={2012}, month={Nov}, pages={1063–1080} }
@article{richardson_mulvey_killen_2012, title={Extending Social Domain Theory with a Process-Based Account of Moral Judgments}, volume={55}, ISSN={0018-716X 1423-0054}, url={http://dx.doi.org/10.1159/000335362}, DOI={10.1159/000335362}, abstractNote={Social domain theory (SDT) provides a model for how individuals identify, evaluate, and coordinate domains of social knowledge when judging socially relevant actions. To date, little research has focused on the cognitive processes that underlie these capacities. Utilizing principles from the literature on SDT and the hierarchical competing systems model, we examine the extant research with a new focus on the process by which domain coordination takes place. We argue for an integrated approach to social cognition that recognizes the cognitive processes involved in domain coordination.}, number={1}, journal={Human Development}, publisher={S. Karger AG}, author={Richardson, Cameron B. and Mulvey, Kelly Lynn and Killen, Melanie}, year={2012}, pages={4–25} }
@article{killen_mulvey_hitti_2012, title={Social Exclusion in Childhood: A Developmental Intergroup Perspective}, volume={84}, ISSN={0009-3920 1467-8624}, url={http://dx.doi.org/10.1111/cdev.12012}, DOI={10.1111/cdev.12012}, abstractNote={Interpersonal rejection and intergroup exclusion in childhood reflect different, but complementary, aspects of child development. Interpersonal rejection focuses on individual differences in personality traits, such as wariness and being fearful, to explain bully–victim relationships. In contrast, intergroup exclusion focuses on how in‐group and out‐group attitudes contribute to social exclusion based on group membership, such as gender, race, ethnicity, culture, and nationality. It is proposed that what appears to be interpersonal rejection in some contexts may, in fact, reflect intergroup exclusion. Whereas interpersonal rejection research assumes that victims invite rejection, intergroup exclusion research proposes that excluders reject members of out‐groups to maintain status differences. A developmental intergroup social exclusion framework is described, one that focuses on social reasoning, moral judgment, and group identity.}, number={3}, journal={Child Development}, publisher={Wiley}, author={Killen, Melanie and Mulvey, Kelly Lynn and Hitti, Aline}, year={2012}, month={Nov}, pages={772–790} }
@article{killen_mulvey_hitti_rutland_2012, title={What works to address prejudice? Look to developmental science research for the answer}, volume={35}, ISSN={0140-525X 1469-1825}, url={http://dx.doi.org/10.1017/S0140525X12001410}, DOI={10.1017/S0140525X12001410}, abstractNote={Abstract Developmental perspectives on prejudice provide a fundamental and important key to the puzzle for determining how to address prejudice. Research with historically disadvantaged and advantaged groups in childhood and adolescence reveals the complexity of social cognitive and moral judgments about prejudice, discrimination, bias, and exclusion. Children are aware of status and hierarchies, and often reject the status quo. Intervention, to be effective, must happen early in development, before prejudice and stereotypes are deeply entrenched.}, number={6}, journal={Behavioral and Brain Sciences}, publisher={Cambridge University Press (CUP)}, author={Killen, Melanie and Mulvey, Kelly Lynn and Hitti, Aline and Rutland, Adam}, year={2012}, month={Nov}, pages={439–439} }
@article{hitti_mulvey_killen_2011, title={Social exclusion and culture: The role of group norms, group identity and fairness,Exclusión social y cultura: El papel de las normas de grupo, iden-tidad de grupo y justicia}, volume={27}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-80052764906&partnerID=MN8TOARS}, number={3}, journal={Anales de Psicologia}, author={Hitti, A. and Mulvey, K.L. and Killen, M.}, year={2011}, pages={587–599} }
@article{killen_mulvey_richardson_jampol_woodward_2011, title={The accidental transgressor: Morally-relevant theory of mind}, volume={119}, ISSN={0010-0277}, url={http://dx.doi.org/10.1016/j.cognition.2011.01.006}, DOI={10.1016/j.cognition.2011.01.006}, abstractNote={To test young children's false belief theory of mind in a morally relevant context, two experiments were conducted. In Experiment 1, children (N = 162) at 3.5, 5.5, and 7.5 years of age were administered three tasks: prototypic moral transgression task, false belief theory of mind task (ToM), and an "accidental transgressor" task, which measured a morally-relevant false belief theory of mind (MoToM). Children who did not pass false belief ToM were more likely to attribute negative intentions to an accidental transgressor than children who passed false belief ToM, and to use moral reasons when blaming the accidental transgressor. In Experiment 2, children (N = 46) who did not pass false belief ToM viewed it as more acceptable to punish the accidental transgressor than did participants who passed false belief ToM. Findings are discussed in light of research on the emergence of moral judgment and theory of mind.}, number={2}, journal={Cognition}, publisher={Elsevier BV}, author={Killen, Melanie and Mulvey, Kelly Lynn and Richardson, Cameron and Jampol, Noah and Woodward, Amanda}, year={2011}, month={May}, pages={197–215} }
@article{mulvey_hitti_killen_2010, title={The development of stereotyping and exclusion}, volume={1}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-79957507090&partnerID=MN8TOARS}, DOI={10.1002/wcs.66}, abstractNote={This article reviews the developmental science literature on stereotyping and exclusion, with a focus on gender, race, and ethnicity. Stereotyping of others, which is defined as the attribution of traits to individuals based on group membership, is often used to justify exclusion of others in social group contexts. This review includes a focus on the links between these two constructs. Research on stereotyping and exclusion has drawn on several theoretical traditions, including social domain theory, social identity developmental theory, and subjective group dynamics theory, which are also discussed in the context of the research findings. Key findings on stereotyping include categorization and classification in relationship with decreased in-group bias, and the role of stereotypes in encoding information. Findings on exclusion include the use of available information to make judgments, preferences for in-group members who are normative and out-group members who are deviant, the increased importance, with age, of group functioning in exclusion decisions, and decreased negative evaluation of in-group members who partake in exclusionary behaviors. Though little research has explicitly studied the links between stereotyping and exclusion from groups, this review describes the current literature in both areas and suggests future directions for research. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website.}, number={4}, journal={Wiley Interdisciplinary Reviews: Cognitive Science}, author={Mulvey, K.L. and Hitti, A. and Killen, M.}, year={2010}, pages={597–606} }