The relation between cultural socialization and ethnic pride during the transition to middle school was examined for 674 fifth-grade students (50% boys; M[subscript age] = 10.4 years) of Mexican origin. The theoretical model guiding the study proposes that parent-child relationship quality is a resource in the transmission of cultural values from…

The socialization of cultural values, ethnic identity, and prosocial behaviors is examined in a sample of 749 Mexican-American adolescents, ages 9-12; M (SD) = 10.42 years (0.55); 49% female, their mothers, and fathers at the 5th, 7th, and 10th grades. Parents' familism values positively predicted their ethnic socialization practices. Mothers'…

Judgments and justifications for different forms of civic involvement and their associations with organized and civic behavior were examined in 312 middle-class primarily White adolescents (M = 17.01 years). Adolescents applied moral, conventional, and personal criteria to distinguish involvement in community service, standard political, social…

This research examined adolescents' judgments about lying to circumvent directives from parents or friends in the moral, personal, and prudential domains. One hundred and twenty-eight adolescents (12.1-17.3 years) were presented with situations in which an adolescent avoids a directive through deception. The majority of adolescents judged some…

Children between three and five years of age were told or shown that story characters held beliefs that differed from their own beliefs concerning physical facts, moral values, social conventions, personal values, and ownership. Found that three year olds had difficulty attributing to others beliefs that differed from their own. (BC)

First-, third-, and fifth-grade students saw matters involving intellectual conventions and personal preference as more variable across time and space than matters involving logic and physical laws. Furthermore, intellectual conventions were seen as legitimately changeable by social consensus and school authorities, but not on the basis of…

First-, fourth-, seventh-, and eleventh-grade boys and girls were interviewed on the topic of deviant behavior among their peers. They were also asked to make deviance judgements on two story characters. The pattern of reaction to the stories was consistent with age-related shifts in the basis for deviant status. (Author/SB)

Employed a series of sorting tasks with 80 subjects (7-20 years old) to determine whether children and adolescents make a conceptual distinction between events defined as personal matters and issues of morality or social convention. (Author/MP)

Compares patterns of play and serious aggression in three- to eight-year-old children of two neighboring Zapotec Indian communities that have different levels of adult violence. Results suggest that community differences in violence levels are perpetuated as Zapotec children learn community-appropriate patterns to express aggression and continue…

Study investigated relationships between 4-year olds' expressed humanitarian and success value preferences and their ethnicity, socioeconomic status, and sex. (Author)

Presents a developmentally grounded perspective on study of social life in cultures that examines sources of coexistence of sociability and opposition, harmony and conflict, acceptance and critique. Proposes that coexistence of these elements is systematically connected both to development of distinct domains of thought and to the dynamics of…

Children of 5, 9, and 13 years of age were asked to allocate resources in hypothetical situations in which norms of equity, equality, or need were applicable. Young children were insensitive to the contextual information, whereas older children appropriately tailored their decisions to the situation. (BC)

In two studies, a total of 213 Black and Mexican-American elementary school children were asked to respond to 8 videotaped scenes of everyday social encounters that occur at school. Actors were unfamiliar peers from the same ethnic group as the subjects. (PCB)

Examined how children of different cultural backgrounds weigh competing considerations when presented with conflicts between two concerns: Justice-Authority; Justice-Interpersonal; Personal-Interpersonal; Personal-Authority. For each concern, subjects selected the course of action to be followed and weighed alternatives. Found differences between…