Gender differences in social support from parents, teachers, and peers: Implications for adolescent development.

Abstract

This dissertation uses ecological systems theory and a mixed-method, longitudinal research design to conduct three studies of gender differences in social support and it's effects on mental health and academic achievement. The first two studies explore descriptive differences in males' and females' descriptions of support from family members, peers, and other adults. First, survey data from 364 adolescents on perceptions of support is quantitatively analyzed. Second, interviews with a subset of those same adolescents (<italic> n</italic> = 46) are qualitatively analyzed for themes related to social support and a comparative analysis was done between males' and females' responses. A third study uses survey data and structural equation modeling (SEM) analyses to examine the differential effects of parents, teachers, and peers over one year's time on depression, self-esteem, grade point average, and expectations of future academic achievement. Results indicate that mean-level gender differences exist in support from some but not all providers. Males perceived more support than females from fathers while females perceived more support than males from friends. No gender differences were found in support from mothers, extended family, and other adults. SEM analyses showed no significant gender differences in the effects of providers on mental health and academic outcomes. Mothers, teachers, and friends all emerged as helpful to adolescents, especially in lowering depression and raising self-esteem. Fathers were perceived as least supportive and, unexpectedly, they had reverse effects on mental health outcomes. Interview data and other research suggest that negative messages can be given during some interactions that are intended to be supportive. Males tend to criticize or downplay others' problems during supportive interactions, which may account for the effects of fathers on several outcomes. Only mother support had a significant, positive effect on students' grade point average and no significant effects were found for future academic expectations. Lack of effects is contributed to measurement problems. Findings across the three studies are integrated in a concluding chapter in order to triangulate data and expand the breadth and scope of the project as a whole. Implications of the effects of gender roles on processes of social support for social work practice with adolescents and families are further discussed.