Aline Hitti | University of San Francisco (original) (raw)

Papers by Aline Hitti

Research paper thumbnail of “Honestly, they are just like us”: U.S. parents choose middle-class gender and racial ingroup peers for their children

Developmental psychology, Feb 29, 2024

Research paper thumbnail of Editorial: Group norms and moral development: Reasoning and cognition across the lifespan

Frontiers in Psychology, Oct 13, 2022

Research paper thumbnail of Social Exclusion in Cultural Context: Group Norms, Fairness, and Stereotypes

Research paper thumbnail of Outgroup and Ingroup Deviants With Exclusive and Inclusive Norms: Adolescents' Evaluations

Research paper thumbnail of When fairness and group loyalty conflict: Social exclusion, prejudice, and bias in adolescence and early adulthood

American Psychological Association eBooks, 2023

Research paper thumbnail of Group and Individual Level Factors that Contribute to the Perpetuation of Ethnically Homogeneous Peer Groups

Research paper thumbnail of What motivates adolescent bystanders to intervene when immigrant youth are bullied?

Journal of Research on Adolescence, Jan 12, 2023

Pathways to bystander responses were examined in both generalized and bias‐based bullying inciden... more Pathways to bystander responses were examined in both generalized and bias‐based bullying incidents involving immigrant‐origin victims. Participants were 168 (Mage = 14.54, 57% female) adolescents of immigrant (37.5%) and nonimmigrant backgrounds, who responded to their likelihood of intervening on behalf of either an Arab or Latine victim. Models tested whether contact with immigrants and one's desires for social contact with immigrant‐origin peers mediated the effects of individual (shared immigrant background, and discriminatory tendencies) and situational (inclusive peer norms) intergroup factors on active bystander responses. Findings indicated that desires for social contact reliably mediated effects across both victims; however, contact with immigrant peers was only associated with responses to Latine victims. Implications for how to promote bystander intervention are discussed.

Research paper thumbnail of Behavioral and Emotional Development of African American Boys Growing Up in Risky Environments

Child Development Perspectives, Sep 27, 2019

Research paper thumbnail of Social Exclusion in Adolescence

Research paper thumbnail of When to intervene and take a stand: Evaluating bystander roles in intergroup name‐calling contexts

Journal of Community and Applied Social Psychology, Dec 14, 2022

Research paper thumbnail of The Behavioral and Emotional Screening System Student Form: Is There Evidence of a Global At-Risk Factor in a Sample of Predominantly African American Youth?

Journal of Psychoeducational Assessment, Jan 3, 2017

School-based universal screening for behavioral and emotional risk can serve as a foundation for ... more School-based universal screening for behavioral and emotional risk can serve as a foundation for effective multi-tiered service delivery systems. The current study examines the measurement and structure of one such universal screener, the Behavioral and Emotional Screening System Student Form (BESS SF). Four models were investigated including a unidimensional model, a multidimensional model, a second-order model, and a bifactor model. This study is the first to use a bifactor model in examining the structure of the BESS SF, and further adds to the literature by using bifactor modeling with a predominantly low-income, urban, African American sample. Results indicate that the bifactor model provided the best fit. Practically, results support interpretation of the global risk score as well as the domain-specific factors.

Research paper thumbnail of Adolescents' evaluations of those who challenge exclusive and inclusive peer norms

Journal of Community & Applied Social Psychology

Early and middle adolescents' judgements and reasonings about peers who challenge exclusive a... more Early and middle adolescents' judgements and reasonings about peers who challenge exclusive and inclusive peer group norms were examined across three studies with varying intergroup contexts. Study 1 participants included (N = 199) non‐Arab American participants responding to an Arab American/non‐Arab American intergroup context. Study 2 included (N = 123) non‐Asian and (N = 105) Asian American participants responding to an Asian/non‐Asian American intergroup context. Study 3 included (N = 275) Lebanese participants responding to an American/Lebanese intergroup context. Across all three studies participants responded to ingroup and outgroup deviant group members who challenged their peer groups to either include or exclude an outgroup peer with similar interests. Findings indicated that adolescents approved of peers who challenged exclusive peer norms and advocated for inclusion of an ethnic and cultural outgroup, and disapproved of peers who challenged inclusive group norms and...

Research paper thumbnail of Science Identity Measure

Research paper thumbnail of The consequences of outgroup helping: Children’s and adolescents’ reasoning

Journal of Experimental Child Psychology, Mar 1, 2021

The goal of this study was to examine the consequences of helping an outgroup in an intergroup co... more The goal of this study was to examine the consequences of helping an outgroup in an intergroup context where the threat to the ingroup and outgroup varied. Fourth and eighth graders (N = 126; fourth graders: Mage = 9.07 years, SD = 0.38; eighth graders: Mage = 12.84 years, SD = 0.34) were asked whether excluding an ingroup member who helped an outgroup by sharing equally or not was acceptable. Equal helping or outgroup helping occurred when the groups had equal need for a vital resource, the outgroup needed it more, or the ingroup needed it more. Overall, excluding the helpful ingroup member was viewed as unacceptable. It was least acceptable when the outgroup needed the help and was given more help than the ingroup. Exclusion was judged to be most acceptable when both groups needed the same amount of help, or the ingroup needed more help, but more help was given to the outgroup, and these findings were driven by fourth graders. Participants' social cognitions regarding perceptions of group interest, group identification, and approval of the helping act predicted their acceptability of excluding the helping member. Concerns for group loyalty were used to justify exclusion, but appeals to the emotional harm of exclusion, generosity, and the low salience of the act of helping were used to reject exclusion. The findings contribute to developmental research on intergroup relations and exclusion from peer groups.

Research paper thumbnail of When to intervene and take a stand: Evaluating bystander roles in intergroup name‐calling contexts

Journal of Community and Applied Social Psychology, Dec 14, 2022

Research paper thumbnail of What motivates adolescent bystanders to intervene when immigrant youth are bullied?

Journal of Research on Adolescence

Research paper thumbnail of When fairness and group loyalty conflict: Social exclusion, prejudice, and bias in adolescence and early adulthood

APA handbook of adolescent and young adult development.

Research paper thumbnail of Group and Individual Level Factors that Contribute to the Perpetuation of Ethnically Homogeneous Peer Groups

Research paper thumbnail of Editorial: Group norms and moral development: Reasoning and cognition across the lifespan

Research paper thumbnail of Behavioral and Emotional Development of African American Boys Growing Up in Risky Environments

Child Development Perspectives, 2019

Research paper thumbnail of “Honestly, they are just like us”: U.S. parents choose middle-class gender and racial ingroup peers for their children

Developmental psychology, Feb 29, 2024

Research paper thumbnail of Editorial: Group norms and moral development: Reasoning and cognition across the lifespan

Frontiers in Psychology, Oct 13, 2022

Research paper thumbnail of Social Exclusion in Cultural Context: Group Norms, Fairness, and Stereotypes

Research paper thumbnail of Outgroup and Ingroup Deviants With Exclusive and Inclusive Norms: Adolescents' Evaluations

Research paper thumbnail of When fairness and group loyalty conflict: Social exclusion, prejudice, and bias in adolescence and early adulthood

American Psychological Association eBooks, 2023

Research paper thumbnail of Group and Individual Level Factors that Contribute to the Perpetuation of Ethnically Homogeneous Peer Groups

Research paper thumbnail of What motivates adolescent bystanders to intervene when immigrant youth are bullied?

Journal of Research on Adolescence, Jan 12, 2023

Pathways to bystander responses were examined in both generalized and bias‐based bullying inciden... more Pathways to bystander responses were examined in both generalized and bias‐based bullying incidents involving immigrant‐origin victims. Participants were 168 (Mage = 14.54, 57% female) adolescents of immigrant (37.5%) and nonimmigrant backgrounds, who responded to their likelihood of intervening on behalf of either an Arab or Latine victim. Models tested whether contact with immigrants and one's desires for social contact with immigrant‐origin peers mediated the effects of individual (shared immigrant background, and discriminatory tendencies) and situational (inclusive peer norms) intergroup factors on active bystander responses. Findings indicated that desires for social contact reliably mediated effects across both victims; however, contact with immigrant peers was only associated with responses to Latine victims. Implications for how to promote bystander intervention are discussed.

Research paper thumbnail of Behavioral and Emotional Development of African American Boys Growing Up in Risky Environments

Child Development Perspectives, Sep 27, 2019

Research paper thumbnail of Social Exclusion in Adolescence

Research paper thumbnail of When to intervene and take a stand: Evaluating bystander roles in intergroup name‐calling contexts

Journal of Community and Applied Social Psychology, Dec 14, 2022

Research paper thumbnail of The Behavioral and Emotional Screening System Student Form: Is There Evidence of a Global At-Risk Factor in a Sample of Predominantly African American Youth?

Journal of Psychoeducational Assessment, Jan 3, 2017

School-based universal screening for behavioral and emotional risk can serve as a foundation for ... more School-based universal screening for behavioral and emotional risk can serve as a foundation for effective multi-tiered service delivery systems. The current study examines the measurement and structure of one such universal screener, the Behavioral and Emotional Screening System Student Form (BESS SF). Four models were investigated including a unidimensional model, a multidimensional model, a second-order model, and a bifactor model. This study is the first to use a bifactor model in examining the structure of the BESS SF, and further adds to the literature by using bifactor modeling with a predominantly low-income, urban, African American sample. Results indicate that the bifactor model provided the best fit. Practically, results support interpretation of the global risk score as well as the domain-specific factors.

Research paper thumbnail of Adolescents' evaluations of those who challenge exclusive and inclusive peer norms

Journal of Community & Applied Social Psychology

Early and middle adolescents' judgements and reasonings about peers who challenge exclusive a... more Early and middle adolescents' judgements and reasonings about peers who challenge exclusive and inclusive peer group norms were examined across three studies with varying intergroup contexts. Study 1 participants included (N = 199) non‐Arab American participants responding to an Arab American/non‐Arab American intergroup context. Study 2 included (N = 123) non‐Asian and (N = 105) Asian American participants responding to an Asian/non‐Asian American intergroup context. Study 3 included (N = 275) Lebanese participants responding to an American/Lebanese intergroup context. Across all three studies participants responded to ingroup and outgroup deviant group members who challenged their peer groups to either include or exclude an outgroup peer with similar interests. Findings indicated that adolescents approved of peers who challenged exclusive peer norms and advocated for inclusion of an ethnic and cultural outgroup, and disapproved of peers who challenged inclusive group norms and...

Research paper thumbnail of Science Identity Measure

Research paper thumbnail of The consequences of outgroup helping: Children’s and adolescents’ reasoning

Journal of Experimental Child Psychology, Mar 1, 2021

The goal of this study was to examine the consequences of helping an outgroup in an intergroup co... more The goal of this study was to examine the consequences of helping an outgroup in an intergroup context where the threat to the ingroup and outgroup varied. Fourth and eighth graders (N = 126; fourth graders: Mage = 9.07 years, SD = 0.38; eighth graders: Mage = 12.84 years, SD = 0.34) were asked whether excluding an ingroup member who helped an outgroup by sharing equally or not was acceptable. Equal helping or outgroup helping occurred when the groups had equal need for a vital resource, the outgroup needed it more, or the ingroup needed it more. Overall, excluding the helpful ingroup member was viewed as unacceptable. It was least acceptable when the outgroup needed the help and was given more help than the ingroup. Exclusion was judged to be most acceptable when both groups needed the same amount of help, or the ingroup needed more help, but more help was given to the outgroup, and these findings were driven by fourth graders. Participants' social cognitions regarding perceptions of group interest, group identification, and approval of the helping act predicted their acceptability of excluding the helping member. Concerns for group loyalty were used to justify exclusion, but appeals to the emotional harm of exclusion, generosity, and the low salience of the act of helping were used to reject exclusion. The findings contribute to developmental research on intergroup relations and exclusion from peer groups.

Research paper thumbnail of When to intervene and take a stand: Evaluating bystander roles in intergroup name‐calling contexts

Journal of Community and Applied Social Psychology, Dec 14, 2022

Research paper thumbnail of What motivates adolescent bystanders to intervene when immigrant youth are bullied?

Journal of Research on Adolescence

Research paper thumbnail of When fairness and group loyalty conflict: Social exclusion, prejudice, and bias in adolescence and early adulthood

APA handbook of adolescent and young adult development.

Research paper thumbnail of Group and Individual Level Factors that Contribute to the Perpetuation of Ethnically Homogeneous Peer Groups

Research paper thumbnail of Editorial: Group norms and moral development: Reasoning and cognition across the lifespan

Research paper thumbnail of Behavioral and Emotional Development of African American Boys Growing Up in Risky Environments

Child Development Perspectives, 2019