Teachers' and School Children's Stereotypic Perception of the Child of Divorce: 20 Years Later

Guttmann, Joseph; Lazar, Amnon; Karni, Moran

doi:10.1080/10502550801973096

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…Also ripe for investigation are the ways health or educational institutions have successfully or unsuccessfully adapted to new challenges facing contemporary families, such as children's residence in multiple households, or working with semi‐ or noncooperative care providers with variable levels of responsibility or legal obligation to children. To further complement family life education, an SDOH framework points to the importance of identifying and implementing effective trainings that help teachers or health‐care providers overcome overt or covert biases that might affect their treatment of children and adults in structurally diverse families (Ganong & Coleman, ; Guttman, Lazar, & Karni, ).…”

Section: Implications For Future Research and Practicementioning

confidence: 99%

Conceptualizing Family Structure in a Social Determinants of Health Framework

Russell

Coleman

Ganong

2018

J of Family Theo & Revie

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In this article, we propose the conceptualization of family structure as an important socially stratified grouping within a social determinants of health (SDOH) framework. We explore how family science literature supports this conceptualization of family structure through evidence of inequity in health outcomes across structurally diverse families that can and ought to be addressed; social stratification across family structures in which some family forms have greater prestige and power than others; and internalized, personally mediated, and institutional prejudices and discriminations that operate on the basis of these social stratifications. Ultimately, we contend that conceptualizing family structure as a socially stratified grouping within an SDOH framework can help enhance family science scholarship and assist family professionals in more effectively serving contemporary families.Over the past two decades, various national (e.g., Commission on the Reduction of Social

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Section: Implications For Future Research and Practicementioning

confidence: 99%

Conceptualizing Family Structure in a Social Determinants of Health Framework

Russell

Coleman

Ganong

2018

J of Family Theo & Revie

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Family Composition, Race, and Teachers’ Perceptions of Parent-Teacher Alliance

Romell

2024

Social Problems

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Both family composition and teachers’ perceptions of parents are important for student success. However, we know little about whether teachers’ perceptions of parents vary by family composition. Using data from the Future of Families and Child Wellbeing Study, I show that teachers perceive single mothers with multipartner fertility and, to a lesser extent, repartnered mothers with multipartner fertility as less aligned with their school’s goals than parents who have nuclear families. Socioeconomic status, children’s behavior, and parents’ involvement do not explain this association. I also show that white teachers’ perceptions—of both white and black parents—drive this relationship. Further, I show that white teachers perceive black parents as less aligned with their school’s goals than white parents with the same family type. By focusing on mesolevel interactions between the family and school settings, this study expands research on the implications of family composition for students’ and parents’ experiences at school.

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Explaining Extremity in Evaluation of Group Members

Bettencourt

Manning

Molix

et al. 2015

Pers Soc Psychol Rev

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A meta-analysis that included more than 1,100 effect sizes tested the predictions of three theoretical perspectives that explain evaluative extremity in social judgment: complexity-extremity theory, subjective group dynamics model, and expectancy-violation theory. The work seeks to understand the ways in which group-based information interacts with person-based information to influence extremity in evaluations. Together, these three theories point to the valence of person-based information, group membership of the evaluated targets relative to the evaluator, status of the evaluators' ingroup, norm consistency of the person-based information, and incongruency of person-based information with stereotype-based expectations as moderators. Considerable support, but some limiting conditions, were found for each theoretical perspective. Implications of the results are discussed.

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Teachers' and School Children's Stereotypic Perception of the Child of Divorce: 20 Years Later

Cited by 3 publications

References 19 publications

Conceptualizing Family Structure in a Social Determinants of Health Framework

Conceptualizing Family Structure in a Social Determinants of Health Framework

Family Composition, Race, and Teachers’ Perceptions of Parent-Teacher Alliance

Explaining Extremity in Evaluation of Group Members

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