The Social Marginalization of Adolescents in High School

描述（由申请人提供）：该项目提出了一个详细的，理论上接地的方法，一个共同的，但重要的，青春期的特点：社会边缘化的年轻人谁是不同的。正如过去十年中许多引人注目的案例所反映的那样，在学校里不“适应”的青少年-就他们的外表，背景或行为而言-可能会被同龄人和同学排斥，侮辱或骚扰，这种边缘化的后果对青少年本身，他们的学校和这些动态发挥作用的社区可能是严重的。为了更好地理解这一复杂现象的短期和长期后果的机制，本项目将根据镜子自我的理论模型进行三步分析：（1）查明由于经济、学业、和健康特征与这些特征在其学校的社会背景中的平均发生率不一致，（2）研究边缘化风险与青少年抑郁症的关系;及（3）研究青少年因边缘化风险而产生的抑郁症是否会转化为青年期的问题应对行为。这些步骤将通过对来自国家青少年健康纵向研究（Add Health）的8，272名年轻人的样本应用多层次建模技术来进行。该数据集包含自我和家长报告的数据，用于测量青少年的经济、学术和健康特征;基于青少年及其朋友的报告的网络数据，可以识别和测量校内同龄群体的特征;在一个数据点对研究学校进行近乎人口普查，可以利用该数据点为每所学校的学生创建汇总统计数据;一个纵向框架，允许在关键概念之间进行时间排序，模拟边缘化风险的选择过程，以及青春期和向青年成年过渡的联系。经典的社会心理学观点和具有全国代表性的青少年数据的结合使该项目能够更好地了解年轻人在学校社会边缘化的脆弱性如何以及为什么会破坏他们自身的发展，并转化为更大的社会问题。

DESCRIPTION (provided by applicant): This project proposes a detailed, theoretically grounded approach to a common, yet significant, feature of adolescence: the social marginalization of young people who are different. As reflected in many high profile cases in the last decade, adolescents who do not "fit in" at school--in terms of their looks, background, or behavior---can be ostracized, stigmatized, or harassed by their peers and fellow students, and the consequences of this marginalization can be severe for the adolescents themselves, their schools, and the communities in which these dynamics play out. To better understand the mechanisms underlying the short- and long-term consequences of this complex phenomenon, this project will undertake a three-step analysis derived from the theoretical model of the Looking Glass Self: 1) identifying adolescents at risk of social marginalization at school because their economic, academic, and health characteristics are discordant with the average occurrence of these characteristics in the social contexts of their schools, as captured by in-school peer network and the student body as a whole; 2) investigating the association between risk of marginalization and adolescent depression; and 3) examining whether the depression arising from risk of marginalization in adolescence translates into problematic coping behaviors in young adulthood. These steps will be undertaken by applying multi-level modeling techniques to a sample of 8,272 young people from the National Longitudinal Study of Adolescent Health (Add Health). This dataset contains self- and parent-reported data for the measurement of the economic, academic, and health characteristics of adolescents; network data based on the reports of adolescents and their friends that allows the identification and measurement of the characteristics of in-school peer groups; a near-Census of study schools at one data point that can be tapped to create summary statistics for the student body of each school; and a longitudinal framework that allows for temporal ordering among key concepts, the modeling of selection processes into risk of marginalization, and the linkage of adolescence and the transition to young adulthood. This combination of a classic social psychological perspective and nationally representative data on adolescents positions this project to better understand how and why the vulnerability of young people to social marginalization at school can be disruptive to their own development and also translate into greater social problems.