The CARE Project aimed to gain a better understanding of the thoughts and feelings behind girls’ and boys’ behaviors with own- and other-gender peers, including the attitudes, emotions, expectations, and self-perceptions they bring to their peer interactions. We were interested in discovering how these factors affect children’s social (e.g., friendships) and academic achievement outcomes in the school context. This research initiative encompassed several projects, including a longitudinal study of children in Kindergarten through Grade 5, as well as research investigating similar processes in preadolescent, adolescent, and college-aged adult samples.
This project was funded by the T. Denny Sanford School of Social and Family Dynamics and was led by Dr. Carol Martin at Arizona State University.
For more information on the CARE Project, click here.
Andrews, N. C. Z. (2020). Prestigious youth are leaders but central youth are powerful: What social network position tells us about peer relationships. Journal of Youth and Adolescence, 49, 631-644. doi: https://doi.org/10.1007/s10964-019-01080-5
Martin, C. L., Andrews, N. C. Z., England, D. E., Zosuls, K. M., & Ruble, D. N. (2017). A dual identity approach for conceptualizing and measuring children’s gender identity. Child Development, 88, 167-182. doi: 10.1111/cdev.12568
Andrews, N. C. Z., Martin, C. L., Field, R. D., Cook, R., E., & Lee, J. (2016). Development of expectancies about own- and other-gender group interactions and their school-related consequences. Child Development, 87, 1423-1435. doi: 10.1111/cdev.12596