University of Wisconsin–Madison

Category: Development

Revisiting Self-Objectification Among Black Women: The Importance of Eurocentric Beauty Norms

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Journal of Black Psychology (2023) Authors: Perkins T., Ward L, Jerald M., Cole E., Avery L. Abstract: Models of self-objectification utilized by the existing literature have been normed with predominantly White samples and may not account for the unique pressures on Black women to engage in beauty practices that prioritize European appearance expectations. Additionally mainstream media have historically …

Keeping It Political and Powerful: Defining the Structural Determinants of Health

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Milbank Quarterly (2024) Authors: Jonathan C. Heller, Marjory L. Givens, Sheri P. Johnson, David A. Kindig Abstract: The structural determinants of health are 1) the written and unwritten rules that create, maintain, or eliminate durable and hierarchical patterns of advantage among socially constructed groups in the conditions that affect health, and 2) the manifestation of power relations …

Children’s Attitudes About Transgender Identity Disclosure and Concealment

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British Journal of Developmental Psychology (2024) Authors: Daniel J. Alonso, Ashley E. Jordan, Selin Gülgöz Abstract: Supportive peers are crucial for transgender children’s well-being. Transgender children who live in their affirmed gender face decisions surrounding concealment and disclosure of their transgender identity. We sought to understand how cisgender (N = 115) and gender-diverse children (N = 127), and siblings of gender-diverse children …

School Disruptions Exacerbated Inequality in High School Completion

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Educational Researcher (2023) Author: Ran Liu Abstract: Using school-month-level learning mode data and high school completion rates across three school years from 429 Wisconsin public high schools, this study examines the impact of disruptions to in-person instruction during the COVID-19 pandemic on high school completion rates, with a focus on socioeconomic disparities. Findings reveal that a …

Egalitarian Penalty or Reward? A Longitudinal Study of Adolescent Gender Attitudes and Adulthood Income

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Social Science Research (2024) Authors: Yi-Lin Chiang and Ran Liu Abstract: Studies often attribute the persistent gender pay gap to different labor force experiences between men and women. Yet, attitudes formed in earlier life stages also critically shape individual outcomes. Using longitudinal data from Taiwan, this study examines whether and how adolescents’ gender attitudes are related to …

The Gendered Patterns and Impacts of Teacher-Student Interactions: Highlighting Cross-Subject Dimensional Comparison

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British Journal of Sociology of Education (2025) Author: Ran Liu Abstract: Teacher-student interactions (TSIs) are crucial in shaping student learning attitudes and outcomes. Current literature primarily focuses on within-subject TSI effects, neglecting potential cross-subject TSI effects and related gender disparities. Using data from Chinese adolescents and extending the dimensional comparison theory, this study examines the within- and …

Synthesizing Intra-Individual and Social Comparisons: How Integrated Comparative Advantage Shapes Math Attitudes and Gender Stereotypes

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International Journal of STEM Education (2025) Author: Ran Liu Abstract: Despite gender similarity in math performance, gender disparities persist in math-related attitudes and STEM aspirations among adolescents globally. To disentangle this puzzle, some studies adopt the dimensional comparison theory to investigate the role of intra-individual comparative advantage across academic subjects, while others focus on the role …

The Impact of Minority Representation at Mortgage Lenders

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Journal of Finance (2023) Authors: W. Scott Frame, Ruidi Huang, Erica Jiang, Yeonjoon Lee, Will Liu, Erik Mayer, and Adi Sunderam Abstract: We study links between the labor market for loan officers and access to mortgage credit. Using novel data matching the (near) universe of mortgage applications to loan officers, we find that minorities are underrepresented among loan …

LGBTQ+-Inclusive Professional Development in Elementary Schools: Does It Matter to Schoolwide Discipline?

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Journal of School Leadership (2023) Authors: Mollie T. McQuillan, Erin K. Gill, and Xue Gong Abstract: PK-12 leaders use gender- and sexuality-inclusivity professional development (IPD) as a tool to improve the school climate for LGBTQ+ students, but IPD programs vary widely in their scope, breadth, duration, instructional approach, and content. In this paper, we present the …

School Leaders and Transphobia: Direct, Facilitative, Accommodative, and Resistant Forms of Gender-Based Bias and Bullying

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Educational Administration Quarterly (2024) Authors: Mollie McQuillan and Cris Mayo Abstract: If PK12 administrators aspire to interrupt bias-based bullying, they need to understand their role in perpetuating structural and social inequality. The purpose of this study was to examine administrators’: 1) awareness of gender-based bullying, 2) initial intentions to address bullying, and 3) actions that …