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AbstractThis study examined the parent‐child dyad as a context in which children's gender‐stereotyped course selections are reinforced. Fifty four children from two age groups (Ms = 10.67 and 12.71 years) and their mothers and fathers selected courses for when children reached secondary school. Afterwards, children and parents discussed their decisions. Parents of sons selected fewer foreign language courses than mathematics, language arts or science courses, whereas parents of daughters selected fewer science and foreign language than mathematics or language arts courses. Girls selected fewer science than language arts courses, whereas boys selected fewer foreign language than mathematics or science courses. Although parents' course selections followed gender‐stereotyped patterns for language arts and science, their discouraging comments were not confined to cross‐gender‐stereotyped domains. Instead, parents made more discouraging comments in general to daughters than to sons. Counter to the hypotheses, daughters made more encouraging comments about science courses than did sons while talking to mothers. The findings suggest that parents and children may show gender‐differentiated preferences for children before children are old enough to make course decisions.

In a period in which the future of the European Union is subject to increased scrutiny, it is more vital than ever that the thoughts and views of younger generations are considered. Young People's Visions and Worries for the Future of Europe: Findings from the Europe 2038 Project seeks to do exactly that, presenting the findings of a large-scale research project investigating the opinions and worries of young people between the ages of 16 and 25 across seven European countries. In this unique and timely volume, Strohmeier and Tenenbaum, together with the Europe 2038 consortium, examine young people's endorsement of multiculturalism, diversity, European identity, human rights, and political participation, and unpick the cross-national differences in a range of European countries. Young People's Visions and Worries for the Future of Europe concludes by formulating effective evidence-based recommendations for policy and practice. This work is essential reading for advanced level undergraduate and masters level courses in Psychology, Social Work, Politics, Sociology, Social Policy, and Education, as well as researchers in those fields.

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- PART 1: Introduction -- Chapter 1: Young people's engagement with the European Union and their visions and worries for the future of Europe -- Contextualizing the Europe 2038 project -- Young people's engagement with the European Union -- Predictors of young people's engagement -- Study design and PAN-European survey -- Young people's future visions and worries -- Organization of the book -- Notes -- References -- PART 2: Country-level findings -- Chapter 2: Europe 2038: Future visions and worries of Albanian young people -- Why young people? -- The present study -- Method -- Measures -- Procedure -- Results -- Visions and worries related to the own future (RQ1) -- Visions regarding the future of Europe (RQ2) -- Young people's values, multiculturalism, efficacy believes, European identification and participatory behaviours (RQ3) -- Discussion -- Recommendations -- References -- Chapter 3: The importance of social exclusion experiences for young people's engagement with the European Union -- Why social exclusion experiences matter -- Engagement with the EU and exclusion experiences -- European identity and exclusion experiences -- Research questions -- Method -- Procedure -- Measures -- Participants -- Statistical analyses -- Results -- Demographic characteristics of non-excluded vs. excluded young people (RQ1) -- Engagement with and perceptions of the EU of non-excluded vs. Excluded young people (RQ2) -- European identity of non-excluded vs. excluded young people (RQ3) -- Discussion -- Social exclusion of young people -- Future visions and worries of excluded vs. non-excluded young people -- Engagement patterns of excluded vs. non-excluded young people -- Identification patterns of excluded vs. non-excluded young people.

Since the COVID-19 pandemic and the resulting social restrictions, children's peer interactions have been altered. Peer interactions help children learn from each other to develop their understanding of conversation, emotion, and group norms. In addition, friendships can reduce intergroup bias and prejudice and increase independence. In this article, we review the ways that peers contribute to children's cognitive and social development in informal and formal settings. Although restrictions are necessary to control the spread of the virus, social restrictions do not have to be to the detriment of peer relations. Based on evidence in developmental psychology, we end with suggestions for parents, teachers, and schools for how to continue to enable children to engage in peer interactions safely throughout future restrictions.

Since the nearly universal ratification of the U.N. Convention on the Rights of the Child (U.N. General Assembly,), children's rights have received increasing empirical attention. While there is an established body of research on how youth view their own rights, few studies have examined their views about the rights of out‐group members. Employing a social‐cognitive domain approach, the current study investigated British young people's (N = 260) views regarding the rights of asylum seekers. The data come from a secondary analysis of interviews on British young people's views about the religious and nonreligious rights of asylum seeker youth. Rather than being influenced by broader variables such as age, participants' judgments, and reasoning took into account the features of the specific rights situation under consideration. Moreover, the use of moral justifications was related to endorsing the rights of asylum seekers while social conventional justifications pertained to rejecting asylum seeker's rights. The implications for theory, future research and social policy are discussed.

This study examined children's reasoning about single‐gender and single‐faith schools and play contexts. Young people (twenty‐three 8‐ to 10‐year‐olds and fifty‐three 12‐ to 14‐year‐olds) were asked to judge and reason about the acceptability of exclusion based on gender and religion by children and school principals. Participants rated exclusion based on gender as more acceptable than based on religion. Exclusion from school contexts was rated as more acceptable than exclusion from play contexts. Participants tended to invoke moral reasons to condemn exclusion when reasoning about religion, whereas they tended to invoke social conventional reasons when reasoning about gender. Young people's greater sup- port for religiously inclusive schooling compared to gender inclusive schooling suggests that societal and governmental acceptance of religious diversity has support from future generations.

AbstractThis study examined the understanding of children's rights in 63 (9‐, 11‐, and 13‐year‐olds) mixed‐race South African children and their mothers. In individual semi‐structured interviews participants responded to hypothetical vignettes in which children's nurturance and self‐determination rights conflicted with parental authority in the home. Participants were required to decide whether they should support the story characters' rights and provide justifications for their responses. Findings indicated that both children and mothers were more likely to endorse children's nurturance than self‐determination rights. In contrast to previous research, no significant differences were found between children and mothers in terms of support for either type of right. In terms of reasoning, both children's and mothers' responses revealed distinct patterns of thinking influenced by the type of right under consideration. The findings are discussed with reference to the available western and non‐western literature on children's understanding of rights. Limitations, implications, and directions for future research are considered.

This study investigated how Italian emerging adults coped during COVID-19 from a Positive Youth Development framework. Five hundred sixty-five 18- to 29-year-olds completed surveys measuring personal (cognitive reappraisal, optimism), ecological (support and emotional connection with community) assets, and adaptation outcomes (anxiety and future societal expectations) during (T1) and after (T2) lockdown. Utilizing a person-centered approach, four profiles emerged at T1: promotive (high personal/ecological assets), personal (high personal/low ecological), contextual (low personal/high ecological), vulnerable (low on both). The promotive profile had the highest future societal expectations. The promotive/personal/contextual profiles reported the lowest anxiety at T2. Employing a variable-centered approach, only support and emotional connection with the community at T1 linked to reduced anxiety at T2; personal/ecological assets at T1 were not related to future societal expectations at T2. Findings supported PYD assumptions, indicating alignment of personal/ecological assets aids adaptation. We discuss implications for supporting young adults during crises like pandemics.

This study investigated whether demographic variables, efficacy beliefs, visions, and worries are associated with four different forms of (dis)engagement with the European Union (EU): intended voting in the 2019 EU elections, nonconventional political engagement, psychological engagement, and the wish that one's own country should leave the EU. The sample comprised 3,764 young people aged 16-25 years living in seven European countries: Albania, Austria, Germany, Italy, Romania, Spain, and the UK. Economic challenges, human rights, and the environment were the most important future visions; unemployment and poverty, climate change, civil unrests, and collapse of the EU were the most important future worries. The four forms of (dis)engagement with the EU were differentially associated with predictors, although internal efficacy and future vision of economic challenges predicted all forms. Implications for future EU policy are discussed.