The Highlands of Scotland
So many things with no thought about time. Below are some publication references and abstracts.
Abstract: This study used latent class analysis (LCA) to identify and classify individuals into aggressor and victim latent classes. Participants were over 2,000 sixth grade students who completed peer nomination procedures that identified students who had reputations as perpetrators and/or victims of physical, verbal, or relational harassment. Results showed five latent classes. Consistent with previous research, LCA identified latent classes of victims, aggressors, and socially adjusted students. However, rather than a single aggressive-victim subgroup, LCA identified latent classes of highly-victimized aggressive-victims and highly-aggressive aggressive-victims. Comparisons showed differences in mean profiles and classification criteria between LCA and traditional dichotomization approaches. Adjustment outcomes showed that highly-victimized aggressive-victims generally experienced greater negative psychological and social adjustment outcomes than highly-aggressive aggressive-victims. Implications of these findings for better assessment of victim and aggressor subgroups were discussed.
Giang, Michael & Wittig, Michele (2006) Implications of Adolescents' Acculturation Strategies for Personal and Collective Self-esteem. Cultural Diversity and Ethnic Minority Psychology, 12 (4), 725-739. PDF
Abstract: Berry, Trimble, and Olmedo’s (1986) acculturation model was used to investigate the relationship among adolescents’ acculturation strategies, personal self-esteem, and collective self-esteem. Using data from 427 high school students, factor analysis results distinguished Collective Self-esteem Scale constructs (Luhtanen & Crocker, 1992) from both ethnic identity and outgroup orientation subscales of the Multigroup Ethnic Identity Measure (Phinney, 1992). Subsequent results showed that: 1) both acculturation dimensions were correlated with personal and collective self-esteems, 2) integrationists shared similar levels of personal and collective self-esteems with assimilationists and/or separationists, and 3) marginalizationists generally had the lowest levels of personal and collective self-esteems. Implications are drawn for understanding acculturation among adolescents and for the utility of group-level measures of self-esteem.
Kafai, Y. & Giang, M. (in press) Virtual playgrounds: Children’s multi-user virtual environments for playing and learning with science. In T. Willoughby & E. Wood (Eds), Children’s Learning in a Digital World. Oxford, UK: Blackwell Publishing,
Abstract: For the last two decades, digital media have played an increasingly central role in children’s play. Videogames, digital books, and robotic toys are just a few examples that have found their place along board games, story books, and dolls (Cross, 1997). More recently, multi- user virtual environments (MUVEs) have become a new genre of popular games among young players (Dede, 2004). Rather than stand- alone play devices, MUVEs present complex online worlds in which players create their online representation, assume new identities, and socialize with other players by chatting or playing online games. Th ere are many examples, such as Neopets, Whyville, Habbo Hotel, and Puzzle Pirates that now have over millions of registered users. Th e number of hours spent in these worlds creating avatars, trading items, chatting, and designing homes are a sure indicator that these environments have something of interest to children that might be repurposed for educational venues.
Molina, Ludwin, Wittig, Michele, & Giang, Michael (2004). Mutual acculturation and social categorization: A comparison of two perspectives on intergroup bias. Group Processes and Intergroup Relation, 7(3), 239-285.
Abstract: Using Berry, Trimble, and Olmedo’s (1986) theorizing as a foundation, the present article applies acculturation constructs to the domain of intergroup bias and compares them to social categorization variables. The paper comprises three school-based studies that test the predictive and mediating roles of acculturation and social categorization, respectively. Results of Studies 1 and 2 with ethnically diverse classes of ninth graders support the hypothesis that outgroup orientation, a dimension of acculturation, mediates the interracial classroom climate–intergroup bias relationship, and independently boosts the prediction of bias. Although social categorization variables do not mediate this relationship reliably, as a group they predict bias. Study 3 replicates these findings in a different context with a largely European American class of seventh grade students.