Alan I. Sugawara

Sex Role Orientation and Dimensions of Self-Esteem Among Middle Adolescents

A questionnaire study of 229 high-school students examined the relationship between sex role orientation and various dimensions of self-esteem. The results provide strong support for the masculinity model self-esteem, especially for females. Multivariate analyses of variance revealed the following: (a) females perceived themselves to be significantly more socially competent than males; (b) males perceived themselves to be more physically competent than females; (c) adolescents high on masculinity perceived themselves to be significantly more socially competent, physically competent, and to have higher general self-esteem than those low on masculinity; (d) males and females high on masculinity perceived themselves to be significantly more physically competent and to have higher general self-esteem than females low on masculinity, although males low on masculinity did not differ significantly from any of the other interaction groups. Regression analyses by gender revealed the following: (a) the contribution of masculinity to social competence was much greater for females than for males, (b) the contribution of masculinity to physical competence was much greater for females than for males, and (c) the contribution of masculinity to general self-esteem was much greater for females than for males. In summary, for males, gender may override the impact of sex role orientation, while among females the impact of sex role orientation may be accentuated.

Impact of Space and Color in the Physical Environment on Preschool Children’s Cooperative Behavior:

Design elements within child care facilities are thought to have important effects on children’s behavior. Empirical studies that examine features of the physical environment, such as color, wall surfaces, and vertical space, and how they affect development are sparse. Using Gibson’s Ecological Theory of Visual Perception, this study investigated the impact that differentiated space, including changes in ceiling height and wall color, has on children’s cooperative behavior. Thirty preschool children experienced four different spatial conditions in small groups. Multivariate repeated-measures analyses of variance indicated that differentiation in ceiling height or wall color were related to higher levels of cooperative behavior among preschool children. As well, developmental level and gender were significant predictors of children’s cooperative behavior between spatial conditions. Findings from this study can benefit preschool administrators and designers concerned with developing children’s environments that encourage cooperative behavior in preschool children.

The relationship between hostile attributional bias and aggressive behavior in preschoolers

Previously, K.A. Dodge and colleagues found an association between hostile attributional bias and aggressive behaviors among school aged children. The present study explored such an association among preschool aged children. Sixty-eight children (38 girls and 30 boys) with a mean age of 4.76 years participated in the study. Videotaped vignettes of childrens social interactions were developed specifically for this age group to examine their attributional bias. Childrens aggressive behaviors were assessed by teachers, using the Preschool Behavior Questionnaire. Results indicated that hostile/aggressive children were significantly more likely to possess a hostile attributional bias (p < .05) than less aggressive children. Results also indicated that preschoolers were capable of distinguishing between intentional and unintentional actions when stimulus materials used were concrete and familiar to them.

The Child in Grief: Implications for Teaching.

Based on a thorough review of the literature, this paper presents information on child bereavement. It takes a particular focus on the implications for teaching young children about death and loss. Child educators are in a position to provide a safe environment in which children can explore the concepts of death and dying. For the bereaved child the classroom can be a place where support is offered and expression of feelings toward the loss is allowed. In addition, teachers can help educate parents about various behaviors children manifest in expressing their grief. Given such information, parents may be better able to cope and respond to their childs needs.

Nonsexist Curricula, Sex of Teacher, and Children's Sex-Role Learning.

This study examined the impact of nonsexist curricula and teachers sex on childrens sex role learning. Thirty-two boys and 32 girls, aged three to five, were equally divided among four programs: nonsexist curriculum, female director; nonsexist curriculum, male director; control curriculum, female director; and control curriculum, male director. Sex role discrimination and preference were measured at the beginning and end of a six-month period. Exposure to the nonsexist curriculum produced significantly greater reductions in sex stereotyping on all measures than exposure to the control curriculum. Moreover, children in the male-directed nonsexist program displayed greater decreases in stereotypic knowledge and preference for sex-typed childrens activities than those in the female-directed nonsexist program, while children in the male-directed control program showed more stereotypic increases on these measures than their counterparts in the female-directed control program. Finally, children under the direction of an opposite-sex teacher exhibited less stereotypic changes in preference for adult activities than children under the direction of a same-sex teacher. Implications for early childhood programs are discussed.

Part 2: Comparison of Korean and American Fashion Leaders

Part 2 of this two-part report includes an assessment of the fashion leadership characteris tics of American college women and a comparison of characteristics of these American women with the Korean women described in Part 1. Similar nonsignificant correlations were found for both groups between fashion innovativeness (FI) and socioeconomic level (SEL) and fashion opinion leadership (FOL) and SEL. Significant correlations between FOL and atti tudes toward change (ATC) for both groups and FI and ATC for the Korean sample imply differing attitudes. When both samples were divided into four categories of leadership groups and these groups compared by pairs, significant differences were found between pairs of groups on both SEL and ATC. Scores on these latter two variables were distributed differently within the Korean sample than they were within the American sample, implying differing at titudinal and socio-economic characteristics despite similar fashion leadership characteristics.

Impact of Prosocial Home- and School-Based Interventions of Preschool Children's Cooperative Behavior.

This study investigated the impact of adult modeling and encouragement in prosocial homeand school-based interventions on preschool childrens cooperative behavior. Forty-eight preschool children were assigned to either a home-based intervention, a schoolbased intervention, or a controL. Cooperative behavior was assessed using videotaped situational tests at three times: pretest, posttest, and 6-week follow-up. Both interventions led to increases in cooperative behavior. Implications for family professionals are discussed.

Reflections on parenting practices in urban China today

The present paper includes reflections on parenting practices in urban China today. With the abrupt enactment of the one‐child family policy in China, and the discarding of the traditional cultural philosophy by the Communist Party, young parents in urban China were left with little to rely on in helping them with the parenting of their only‐child. Aspects of the traditional cultural philosophy were combined with the one‐child family policy, creating a unique set of parenting practices that led to reflections about the issues and concerns that have emerged as a result of this coalition in urban China.

Sex Role Flexibility and Prosocial Behavior among Preschool Children.

The relationship between sex role flexibility and prosocial behavior among preschool children was investigated. Subjects included 16 boys and 18 girls, ranging in age from 36 to 60 months, from intact families of the upper middle class. A nonhierarchical multiple regression analysis was undertaken to determine the contributions of the predictor variables of sex, age, IQ, and sex role flexibility, as well as their interactions with prosocial behavior (criterion variable). Results indicated that while the overall regression model was not significant, the variable of Sex × Sex Role Flexibility did contribute significantly to the model. Inspection of the correlation coefficients associated with this variable revealed that while sex role flexibility and prosocial behavior among boys were significantly and positively related, among girls no significant relationship was found.

>Parents’ Perception of and Satisfaction with the Eligibility Assessment of their Children with Special Needs

Thirty parents of children approximately four to five years of age were asked about their perceptions of and satisfaction with the use of a traditional, norm‐referenced test and an activity‐based assessment in the eligibility assessment of their children with special needs. Findings revealed that parents perceived the activity‐based assessment to be significantly more able to (1) provide them with information about their childrens typical performance, (2) address more of their measurement questions and concerns, and (3) measure more of their childrens functional skills than a traditional norm‐referenced test. In addition, parents were significantly more satisfied with the activity‐based assessment in (1) providing them with opportunities to make suggestions about the testing, (2) valuing their input in the assessment process, and (3) making them feel more comfortable when the assessment procedures and purposes were explained to them throughout the assessment process.