Beauty has a well-documented impact on labor market outcomes with both legal and policy implications. This monograph investigated whether this stratification is rooted in earlier developmental experiences. Specifically, we explored how high schools' dual roles as contexts of social relations and academic progress contributed to the long-term socioeconomic advantages of being physically attractive. Integrating theories from multiple disciplines, the conceptual model of this study contends that physically attractive youths' greater social integration and lesser social stigma help them accumulate psychosocial resources that support their academic achievement while also selecting them into social activities that distract from good grades. A mixed-methods design, combining statistical analyses of the National Longitudinal Survey of Adolescent Health and qualitative analyses of a single high school, supported and expanded this model. The data revealed that the benefits of attractiveness flowed through greater social integration but were partially offset by social distractions, especially romantic/sexual partnerships and alcohol-related problems. Interview and ethnographic data further revealed that adolescents themselves understood how physical attractiveness could lead to favorable treatment by teachers and classmates while also enticing youth to emphasize socializing and dating, even when the latter took time from other activities (like studying) and marginalized some classmates. These patterns, in turn, predicted education, work, family, and mental health trajectories in young adulthood. The results of this interdisciplinary, theoretically grounded, mixed methods study suggest that adolescence may be a critical period in stratification by physical appearance and that the underlying developmental phenomena during this period are complex and often internally contradictory. The monograph concludes with discussion of theoretical and policy implications and recommendations for future developmental research.
|Series:||Monographs of the Society for Research in Child Development (MONO) Series , #1|
|Product dimensions:||5.90(w) x 8.90(h) x 0.50(d)|
About the Author
Tracy A. Dennis is Associate Professor in the Department ofPsychology and the Biopsychology and Behavioral Neurosciencedoctoral program at Hunter College of the City University of NewYork. Her research focuses on neurobiological processes underlyingthe development of emotion regulation, emotional competence, andaffective psychopathology in childhood and across the adult lifespan. In addition, her current work examines attentional biases andpatterns of emotion–cognition integration that influenceadjustment.
Paul D. Hastings is Professor of Psychology at the Centerfor Mind and Brain at the University of California Davis. Hisresearch is focused on the transactional and bidirectionalcontributions of children’s regulatory systems andsocialization experiences to trajectories of social and emotionaldevelopment, with particular emphasis on empathy and prosocialbehavior, inhibition and anxiety, and aggression and disruptivebehavior.
Table of Contents
INTRODUCTION TO THE MONOGRAPH: PHYSIOLOGICAL MEASURES OF EMOTIONFROM A DEVELOPMENTAL PERSPECTIVE: STATE OF THE SCIENCE
INTRODUCTION TO SECTION ONE: INTEGRATIVE APPROACHES TO THE STUDYOF PHYSIOLOGY AND EMOTION
EEG/ERP MEASURES OF EMOTION–COGNITION INTEGRATION DURINGDEVELOPMENT
EMOTION–CORTISOL TRANSACTIONS OCCUR OVER MULTIPLE TIMESCALES IN DEVELOPMENT: IMPLICATIONS FOR RESEARCH ON EMOTION AND THEDEVELOPMENT OF EMOTIONAL DISORDERS
NEW DIRECTIONS IN THE STUDY OF INDIVIDUAL DIFFERENCES INTEMPERAMENT: A BRAIN–BODY APPROACH TO UNDERSTANDING FEARFULAND FEARLESS CHILDREN
INTRODUCTION TO SECTION TWO: SOCIALIZATION AND ENVIRONMENTALFACTORS IN THE PHYSIOLOGY OF EMOTION
PARENT–INFANT SYNCHRONY: A BIOBEHAVIORAL MODEL OF MUTUALINFLUENCES IN THE FORMATION OF AFFILIATIVE BONDS
DOMESTIC VIOLENCE AND EMOTION SOCIALIZATION
THE IMPORTANCE OF BIOLOGICAL METHODS IN LINKING SOCIALEXPERIENCE WITH SOCIAL AND EMOTIONAL DEVELOPMENT
INTRODUCTION TO SECTION THREE: PHYSIOLOGY AND AFFECTIVEPSYCHOPATHOLOGY
PHYSIOLOGICAL MEASURES OF EMOTION DYSREGULATION: INVESTIGATINGTHE DEVELOPMENT OF AFFECTIVE DISORDERS
PHYSIOLOGICAL MARKERS OF EMOTION AND BEHAVIOR DYSREGULATION INEXTERNALIZING PSYCHOPATHOLOGY
NEUROENDOCRINE REGULATION AND EMOTIONAL ADAPTATION IN THECONTEXT OF CHILD MALTREATMENT
INTRODUCTION TO SECTION FOUR: OVERARCHING ISSUES ANDMETHODOLOGICAL CONSIDERATIONS: WHAT CAN PHYSIOLOGICAL MEASURESREVEAL ABOUT EMOTION?
MEASURING THE PHYSIOLOGY OF EMOTION AND EMOTIONREGULATION—TIMING IS EVERYTHING
THE HYPOTHALAMIC–PITUITARY–ADRENOCORTICAL SYSTEM ANDEMOTION: CURRENT WISDOM AND FUTURE DIRECTIONS
DEVELOPMENTAL PSYCHOPHYSIOLOGY OF EMOTION PROCESSES
ASPECTS OF PSYCHOPHYSIOLOGICAL DATA ANALYSIS: EEG COHERENCY ANDfMRI CONNECTIVITY MAPPING
STATEMENT OF EDITORIAL POLICY