The Social Marginalization of Adolescents in High School

高中青少年的社会边缘化

• 批准号: 6917069
• 负责人: ROBERT L CROSNOE
• 金额: $ 7.31万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-01 至 2007-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6917069
• 关键词: academic achievement; adolescence (12-20); alcoholic beverage consumption; behavior prediction; behavioral /social science research tag; clinical research; coping; depression; high risk behavior /lifestyle; human data; longitudinal human study; mental health epidemiology; obesity; peer group; personality; psychological defense mechanism; psychosocial separation; secondary schools; social conformity; socioeconomics; student dropouts; weight control

DESCRIPTION (provided by applicant): This project proposes a detailed, theoretically grounded approach to a common, yet significant, feature of adolescence: the social marginalization of young people who are different. As reflected in many high profile cases in the last decade, adolescents who do not "fit in" at school--in terms of their looks, background, or behavior---can be ostracized, stigmatized, or harassed by their peers and fellow students, and the consequences of this marginalization can be severe for the adolescents themselves, their schools, and the communities in which these dynamics play out. To better understand the mechanisms underlying the short- and long-term consequences of this complex phenomenon, this project will undertake a three-step analysis derived from the theoretical model of the Looking Glass Self: 1) identifying adolescents at risk of social marginalization at school because their economic, academic, and health characteristics are discordant with the average occurrence of these characteristics in the social contexts of their schools, as captured by in-school peer network and the student body as a whole; 2) investigating the association between risk of marginalization and adolescent depression; and 3) examining whether the depression arising from risk of marginalization in adolescence translates into problematic coping behaviors in young adulthood. These steps will be undertaken by applying multi-level modeling techniques to a sample of 8,272 young people from the National Longitudinal Study of Adolescent Health (Add Health). This dataset contains self- and parent-reported data for the measurement of the economic, academic, and health characteristics of adolescents; network data based on the reports of adolescents and their friends that allows the identification and measurement of the characteristics of in-school peer groups; a near-Census of study schools at one data point that can be tapped to create summary statistics for the student body of each school; and a longitudinal framework that allows for temporal ordering among key concepts, the modeling of selection processes into risk of marginalization, and the linkage of adolescence and the transition to young adulthood. This combination of a classic social psychological perspective and nationally representative data on adolescents positions this project to better understand how and why the vulnerability of young people to social marginalization at school can be disruptive to their own development and also translate into greater social problems.

描述（由申请人提供）：该项目针对青春期的一个常见但重要的特征提出了一种详细的、有理论基础的方法：不同的年轻人的社会边缘化。正如过去十年中许多引人注目的案例所反映的那样，那些在外表、背景或行为方面与学校不“融为一体”的青少年可能会受到同龄人和同事的排斥、侮辱或骚扰。学生，这种边缘化的后果可能对青少年本身、他们的学校以及发生这些动态的社区造成严重后果。为了更好地理解这一复杂现象的短期和长期后果的潜在机制，该项目将根据镜子自我的理论模型进行三步分析：1）识别在学校面临社会边缘化风险的青少年因为他们的经济、学业和健康特征与学校社会背景下这些特征的平均出现情况不一致，如校内同伴网络和整个学生群体所反映的那样； 2）调查边缘化风险与青少年抑郁症之间的关联； 3）检查青春期边缘化风险引起的抑郁是否会转化为成年初期的有问题的应对行为。这些步骤将通过对来自国家青少年健康纵向研究 (Add Health) 的 8,272 名年轻人样本应用多层次建模技术来实施。该数据集包含自我报告和家长报告的数据，用于衡量青少年的经济、学业和健康特征；基于青少年及其朋友的报告的网络数据，可以识别和衡量校内同龄人群体的特征；在一个数据点对学习学校进行近乎人口普查，可以利用该数据为每所学校的学生群体创建汇总统计数据；纵向框架允许对关键概念进行时间排序、将选择过程建模为边缘化风险以及青春期和向成年早期过渡的联系。经典的社会心理学视角和具有全国代表性的青少年数据相结合，使该项目能够更好地理解年轻人在学校遭受社会边缘化的脆弱性如何以及为何会破坏他们自身的发展，并转化为更大的社会问题。