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Students' Expectations About Peer Pressure to Engage in MisconductRuth Pearl is an associate professor of educational psychology at the University of Illinois at Chicago. She received her PhD in developmental psychology from the University of Illinois in Urbana-Champaign in 1979. Her research focuses on the social development of children with learning disabilities and the development of children born at risk.
Tanis Bryan is a professor of education at the University of Illinois at Chicago. She received her PhD in communication disorders from Northwestern University in 1970. Her research focuses on social factors in learning disabilities. Address: Ruth Pearl, College of Education (M/C 147), University of Illinois at Chicago, Box 4348, Chicago, IL 60680. Previous research suggests that students with learning disabilities may differ from other students in their expectations of how peers are likely to propose engaging in misconduct. This study followed up on these findings using a methodology that did not require the participants to produce their responses verbally. Participants were 14 students with learning disabilities (53 male, 21 female) and 85 students without disabilities (40 male, 45 female) from high schools in three types of communities (urban, primarily black; urban, primarily Hispanic; suburban, primarily white). The students were presented with a series of pairs of statements that might be made by a teenager trying to entice a peer into misconduct and were asked to indicate which statement in each pair was the more persuasive. The results partially replicated the earlier research. The methodological and social implications of these results are discussed.
Journal of Learning Disabilities, Vol. 25, No. 9,
582-585 (1992) This article has been cited by other articles:
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