Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment

School bullying incidents, particularly experiences with victimization, are a significant social and health concern among adolescents. The current study extended past research by examining the daily peer victimization experiences of Mexican-American adolescents and examining how chronic (mean-level) and episodic (daily-level) victimization incidents at school are associated with psychosocial, physical and school adjustment. Across a two-week span, 428 ninth and tenth grade Mexican-American students (51 % female) completed brief checklists every night before going to bed. Hierarchical linear model analyses revealed that, at the individual level, Mexican-American adolescents’ who reported more chronic peer victimization incidents across the two-weeks also reported heightened distress and academic problems. After accounting for adolescent’s mean levels of peer victimization, daily victimization incidents were associated with more school adjustment problems (i.e., academic problems, perceived role fulfillment as a good student). Additionally, support was found for the mediation model in which distress accounts for the mean-level association between peer victimization and academic problems. The results from the current study revealed that everyday peer victimization experiences among Mexican-American high school students have negative implications for adolescents’ adjustment, across multiple domains.     

Workers,parties and a “New Deal:” A comparative analysis of corporatist alliances in Mexico,and the United States, 1910–1940

Mexico experienced the twentieth century’s first social revolution, a decade of struggle from which emerged a new political regime – a post-revolutionary authoritarian or single-party state one – with President Lázaro Cárdenas as leader by 1934. This post-revolutionary creation included organized labor and peasants, a strong interventionist state and a hegemonic party. Cárdenas’ U.S. counterpart, President Franklin D. Roosevelt, too, was leading dramatic ‘New Deal’ institutional and political revolution in the 1930s and 1940s that spawned a new order of expanded federal government, a renovated Democratic Party, and new movements and interest groups, notably, labor. Both nations featured the same major actors: the state, political parties, and organized labor. Both presidents calculated that preserving labor alliances was crucial for formation and legitimization of a new political order, for maintaining conditions conducive to private-sector investment and economic growth, and for political and economic crisis management. Labor’s growing role reshuffled corporatist alliances within and between international neighbors. This study places Mexico and the United States in comparative context in the early twentieth century and analyzes elite control and inclusion of organized labor in transformation of political landscapes in two different political regimes – a democratic one couched in an established constitution and a post-revolutionary authoritarian one born of a bloody upheaval.     

Physical Aggression, Spreading of Rumors, and Social Prominence in Early Adolescence: Reciprocal Effects Supporting Gender Similarities?

There is a robust association between aggression and social prominence by early adolescence, yet findings regarding the direction of influence remain inconclusive in light of gender differences across various forms of aggressive behaviors. The current study examined whether physical aggression and spreading of rumors, as two gender-typed aggressive behaviors that differ in overt displays of power, promote and/or maintain socially prominent status for girls and boys during non-transitional grades in middle school. Peer nominations were used to assess physical aggression, spreading of rumors, and “cool” reputation (social prominence) during three time points between the spring of seventh grade and spring of eighth grade. Participants included 1,895 (54 % female) ethnically diverse youth: 47 % Latino, 22 % African-American, 11 % Asian, 10 % White and 10 % Other/Mixed ethnic background. Cross-lagged path analyses were conducted to test the directionality of the effects, and gender moderation was assessed by relying on multi-group analyses. The analyses revealed mainly reciprocal associations for each form of aggression, suggesting that boys, as well as girls, can both gain and maintain their status by spreading rumors about their peers, just as they do by physically fighting and pushing others in urban middle schools. The implications of the findings for interventions are discussed.