Stacey Horn - Academia.edu (original) (raw)

Papers by Stacey Horn

E. Turie, The Trouble With the Ways Morality is Used and How They Impede Social Equality and Soci... more E. Turie, The Trouble With the Ways Morality is Used and How They Impede Social Equality and Social Justice. C. C. Helwig, The Moral Judgment of the Child Reevaluated: Heteronomy, Early Morality, and Reasoning about Social Justice and Inequalities. E. Zigler, S. J. Styfco, America's Head Start Program: An Effort for Social Justice. J. Gills, K. Schmukler, M. Azmitia, F. Crosby, Affirmative Action and Ethnic Minority University Students: Enlarging Pipelines to Support Services. E. Goodman, N. E. Adler, The Biology of Social Justice: Linking Social Inequalities and Health in Adolescence. S. Horn, Leaving LGBT (Lesbian, Gay, Bisexual, and Transgender) Students Behind: Schools, Sexuality, and Rights. C. Good , J. Aronson, The Development of Stereotype Threat: Consequences for Educational and Social Equality. U. Wikan, Honor, Truth, and Justice. M. Nussbaum, In Defense of Universal Values.

Journal of Moral Education, Mar 14, 2017

International journal of developmental science, 2009

... interpersonal interaction with gay male peers. Homophobic bullying (bullying someone by calli... more ... interpersonal interaction with gay male peers. Homophobic bullying (bullying someone by calling them a "fag" or gay) is very prevalent among adolescent boys (Pascoe, 2007; Poteat, 2007). This study provides some evidence ...

Advances in Child Development and Behavior, 2016

Equity and Justice in Development Science: Implications for Diverse Young People, Families, and C... more Equity and Justice in Development Science: Implications for Diverse Young People, Families, and Communities, a two volume set, focuses on the implications of equity and justice (and other relevant concepts) for a myriad of developmental contexts/domains relevant to the lives of young people and families (e.g. education, juvenile justice), also including recommendations for ensuring those contexts serve the needs of all young people and families. Both volumes bring together a growing body of developmental scholarship that addresses how issues relevant to equity and justice (or their opposites) affect development and developmental outcomes, as well as scholarship focused on mitigating the developmental consequences of inequity, inequality, and injustice for young people, families, and communities. Contains a wide array of topics on equity and justice which are discussed in detail Focuses on mitigating the developmental consequences of inequity, inequality, and injustice for young people, families, and communitiesIncludes chapters that highlight some of the most recent research in the areaServes as an invaluable resource for developmental or educational psychology researchers, scholars, and students

Journal of Youth and Adolescence, Jul 10, 2021

Adolescents use some types of homophobic language (e.g., "that's so gay") as a form... more Adolescents use some types of homophobic language (e.g., "that's so gay") as a form of banter, while other types are directly targeted as an intentional insult (e.g., calling someone a "fag, dyke, homo"). Little research has investigated adolescents' use and judgments about these types of homophobic language and whether judgments differ if they are used among friends or directed toward non-friend peers. This study investigated how relationship context and victim's (N = 477, Mage = 14.7, SD = 1.63) emotional responses related to judgments about anti-gay banter and homophobic name-calling. Adolescents evaluated homophobic name-calling as more wrong than anti-gay banter. While adolescents' evaluations of homophobic name-calling did not differ based on relationship context, adolescents did differentiate between anti-gay banter perpetrated by a friend vs. a peer. Further, emotional responses mediated these relationships in the anti-gay banter situation. These results suggest that adolescents' judgments about homophobic language are related to the relationship context and the type of homophobic language used.

Journal of Social Issues, Jun 21, 2022

Using an accelerated longitudinal design, we investigated developmental changes in young peoples’... more Using an accelerated longitudinal design, we investigated developmental changes in young peoples’ evaluations of sexual harassment (SH) and how young peoples’ own experiences with harassment, their perceptions of teacher intervention, as well as how gender and sexual orientation related to their judgments. This study documented significant changes in adolescents’ evaluations of peer‐based SH from grades 7 to 10. Overall, there was a significant decrease in the extent to which youth judged SH to be wrong as they progressed through school. Yet, there was also significant variability across youth in their initial judgments at grade 7 and the extent to which their judgments changed over time. Youth judged SH to be less wrong at occasions when they reported engaging in this behavior more frequently. Conversely, youth judged SH to be more wrong at occasions where they saw teachers intervene. In grade 7, girls, youth more frequently reporting seeing teachers intervene, and youth reporting less SH perpetration judged SH as more wrong than boys, those reporting less teacher intervention, and those reporting higher perpetration, respectively. Perceptions of teacher intervention attenuated the grade‐related declines in judgments of wrongness. The results of this study have important implications for research and policy related to SH among adolescents.

Oxford University Press eBooks, May 18, 2017

This chapter focuses on salient internal and external supports and challenges situated within a b... more This chapter focuses on salient internal and external supports and challenges situated within a broader lifespan development framework for queer (e.g., queer, lesbian, gay, bisexual) emerging adults (EAs). The authors review indicators of, and disparities in, well-being, as well as the role of romantic and sexual partners, parents, family, and peer support in promoting healthy development. Challenges to positive development for queer EAs such as school harassment, lack of health-supporting education, and discriminatory laws and employment practices are reviewed alongside recent advances in rights. Research and practice recommendations for how to further improve educational and legal contexts to support the well-being of queer EAs are discussed. The developmentally situated and positive view of queer EA thriving taken in this chapter allows for the appraisal of experiences and opportunities to better support, and combat barriers to, healthy development for queer populations.

Sexual and gender minority (SGM) populations frequently experience interpersonal and structural f... more Sexual and gender minority (SGM) populations frequently experience interpersonal and structural forms of oppression, discrimination, and other bias. This chapter discusses the development and expression of children’s and adolescents’ attitudes, beliefs, and behaviors related to sexual and gender diversity in the United States. The authors first consider social cognitive domain theory as a relevant framework for understanding the range of factors associated with heterosexual and cisgender youths’ attitudes, beliefs, and behaviors toward SGM youth, and discuss the importance of documenting the complex and multidimensional nature of these attitudes, beliefs, and behaviors through a lens of moral reasoning. Second, the authors discuss the development of alliances among heterosexual and cisgender youth, with attention to contact theory and experiences of other types of oppression. Finally, the authors examine SGM youths’ own engagement in activism and behaviors intended to disrupt heteronormativity and cisnormativity as possible extensions of their own social judgments, beliefs, and behaviors.

LGBT health, Jun 1, 2019

Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) adolescents face well-document... more Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) adolescents face well-documented health disparities in suicide risk, substance use, and sexual health. These disparities are known to stem, in part, from stigma directed toward LGBTQ youth in the form of minority stressors such as violence, discrimination, and harassment. Given the proportion of time that LGBTQ students spend in school, schools provide a critical context within which protective factors may be developed and leveraged to improve the health and wellbeing of these populations. This article provides a summary of key findings from a discussion among researchers, practitioners, and community members who participated in ''The State of LGBTQ Youth Health and Wellbeing: Strengthening Schools and Families to Build Resilience,'' a public symposium held in June 2017. We detail emerging science on and future priorities for school-based research with LGBTQ youth which were identified by attendees at this meeting, with a particular focus on intersectionality, supportive adults in schools, and in-school programs. We call for more school-based research on priority gaps such as how LGBTQ students' intersecting identities affect their in-school experiences, how to design professional development programs that cultivate supportive educators, and how to leverage gay-straight alliances/gender and sexuality alliances as sites of health programming for LGBTQ students.

Oxford University Press eBooks, Aug 1, 2016

Supporting transgender and gender-nonconforming children and adolescents represents a challenge t... more Supporting transgender and gender-nonconforming children and adolescents represents a challenge to schools and districts that are not prepared to do so. While much of the conversation focuses on the need for anti-bullying and anti-harassment policies, often what is left out are the support and accommodations necessary that allow transgender and gender-nonconforming children and adolescents to thrive, such as gender-neutral bathrooms, record keeping, name and pronoun usage, and gender-segregated activities. This chapter explores the process used by one safe schools organization in the United States to advocate for inclusive policies and the backlash that ensued when an opposition group began organizing against the passage of the policies. A summary of the process for passing the policies and subsequent organizing efforts to protect the district employee who supported the policies, along with the policies themselves, leads to implications for future organizing efforts.

Psychology of sexual orientation and gender diversity, 2016

This study investigated the relationship among adolescents’ (n = 621) reports of perpetrating sex... more This study investigated the relationship among adolescents’ (n = 621) reports of perpetrating sexual and gender-based harassment and their beliefs about whether these behaviors cause harm, are wrong, or are prohibited by school policies. Results evidenced that beliefs about wrongness and harm were r

Peter Lang eBooks, Jul 11, 2016

The first of two volumes in the Advances in Child Development and Behavior series, Equity and Jus... more The first of two volumes in the Advances in Child Development and Behavior series, Equity and Justice in Developmental Science: Theoretical and Methodological Issues focuses on conceptual issues, definitions, and critical concepts relevant to equity and justice for the developmental sciences. This volume covers critical methodological issues that serve to either challenge or advance our understanding of, and ability to promote, equity and justice in the developmental sciences. Both volumes bring together a growing body of developmental scholarship that addresses how issues relevant to equity and justice (or their opposites) affect development and developmental outcomes, as well as scholarship focused on mitigating the developmental consequences of inequity, inequality, and injustice for young people, families, and communities and ensuring that all young people have opportunities to develop and thrive. * Contains contributions from leading authorities in the field of child development and behavior* Presents a coherent picture of the importance of the development of children's participation in ongoing activity* Provides a major step forward in highlighting patterns and variability in the normative development of the everyday lives of children, expanding beyond the usual research populations that have extensive Western schooling in common* Focuses on conceptual issues, definitions, and critical concepts relevant to equity and justice for the developmental sciences

Group Processes & Intergroup Relations, Mar 28, 2016

Many studies have focused on mediated paths by which social dominance orientation (SDO) and right... more Many studies have focused on mediated paths by which social dominance orientation (SDO) and right-wing authoritarianism (RWA) predict prejudice; fewer have identified factors that moderate their effects. We applied social cognitive domain theory to test whether different ways of reasoning about antigay discriminatory acts moderated the association between SDO, RWA, and condoning antigay discrimination. Moral reasoning (e.g., emphasizing fairness, equality) and personal reasoning (e.g., emphasizing individual interests, qualifications) attenuated the association between SDO, RWA, and condoning discriminatory resource denial in general and religious-specific contexts. Conventional reasoning (e.g., emphasizing group norms, rules) magnified the association between SDO, RWA, and condoning resource denial, but only in a religious-specific context. Findings highlight the need to examine moderators of SDO and RWA effects in effort to disrupt discrimination by those most likely to engage in it.

Sexual Orientation, Gender Identity, and Schooling, 2016

Bullying and harassment are frequently linked to issues of bias and discrimination. Bullying an... more Bullying and harassment are frequently linked to issues of bias and discrimination. Bullying and harassment based on sexual orientation and gender identity (SOGI) comprise some of the most common forms of harassment in schools and can affect the health and functioning of all youth. In this chapter, the authors introduce Comprehensive School Transformation (CST), a new approach for addressing bias-motivated bullying and harassment, broadly, and SOGI-related harassment, specifically. This approach includes tailoring and coordinating efforts in seven key domains to the unique needs of each school context. The chapter includes support for the CST model and resources that schools can use to start the CST process in their contexts.

Handbook of Children's Rights, 2016

The purpose for this study was to investigate adolescents’judgments about the appropri-ate punish... more The purpose for this study was to investigate adolescents’judgments about the appropri-ate punishment of other adolescents for accused transgressions in situations where stereotype information was present or absent. Ninety-two male and 85 female, predomi-nantly European-American, ninth-grade adolescents made judgments about the appro-priateness of punishing members of social reference groups for accused transgressions about which there was no clear evidence that the students from the group actually com-mitted the transgressions. In two of the four conditions the accused transgressions were consistent with group stereotypes whereas in the other two conditions the accused trans-gressions were inconsistent with group stereotypes. The majority of adolescents judged the act of punishing a group without proper evidence as wrong and used moral reasons to justify those decisions. Stereotypes are expectations about the characteristics of social groups (Fiske, 1998; Leyens, Yzerbyt, & Schadro...

Título:-No puede evitarlo, nació así‖. Las creencias de los adolescentes sobre el origen de la ho... more Título:-No puede evitarlo, nació así‖. Las creencias de los adolescentes sobre el origen de la homosexualidad y el prejuicio sexual. Resumen: En este trabajo se examinaron las creencias de los adolescentes (N=1069) sobre el origen de la homosexualidad y cómo estas creencias se relacionan con sus juicios y razonamientos acerca de la homosexualidad, su grado de bienestar al interactuar con adolescentes gays y lesbianas, y sus juicios y razonamiento sobre la manera en que deben ser tratados. A partir del análisis de clases latente se establecieron cuatro perfiles sobre las creencias acerca del origen de la homosexualidad: elección/socialización temprana, elección, socialización y origen biológico. Los resultados muestran que los adolescentes que se basan en la socialización para explicar el origen de la homosexualidad tienden a evaluarla negativamente, se sienten menos cómodos al interactuar con iguales gays y lesbianas, y no suelen considerar que la exclusión y las burlas hacia gays y lesbianas sean algo negativo. En cambio, los adolescentes que utilizan argumentos biológicos tienden en menor medida a evaluar la homosexualidad como algo negativo, se sienten más cómodos al interactuar con gays y lesbianas y es más probable que evalúen la exclusión y las burlas como algo negativo. Además, los resultados muestran que las creencias sobre el origen se relacionan también con el tipo de razonamiento (moral, convencional, personal) que emplean los adolescentes ante estas cuestiones.