I study young teens’ relationships with their peers, and how these relationships are related to the development and adaptive functioning of youth. One central goal of my work is to understand the conditions and consequences of person-group mismatch. Most of my research is conducted in schools as I am interested the effects of student composition (e.g., norms, and homogeneity vs. different forms of diversity) on social-emotional wellbeing.
Guided by a social-contextual perspective, I conceptualize schools and classrooms as ecological niches shaped by peer interactions and relationships. Much of recent research pertains to bullying. I have examined both the motives predicting bullying perpetration (dominance) and the social-cognitive mechanisms (self-blame) underlying the emotional plight of the targets of bullying. I also conduct research on peer groups norms and how they are related to adolescent behavior. My current collaborative research follows a large, ethnically diverse sample of students from 26 middle schools to the end of high school, examining the effects of school ethnic diversity on friendship formation, social identity development, prejudice, mental health, and school success.
Juvonen, J., Kogachi, K & Graham, S. (2017). When and how do students benefit from ethnic diversity in middle school? Child Development. online : 20 JUN 2017, DOI: 10.1111/cdev.12834
Smith, S., D., Schacter, H., L., Enders, G., & Juvonen, J. (2017). Effects of school-level gender norm salience on adolescent adjustment. Journal of Youth and Adolescence. Online First. DOI 10.1007/s10964-017-0732-2
Juvonen, J. Lessard, L., Schacter, H.L., & Suchilt, L.(2017) Emotional implications of weight stigma across middle school: The role of weight-based peer discrimination. Journal of Clinical Child & Adolescent Psychology, 46, 150-158.
Juvonen, J. & Schacter, H. L (2017). Bullying in school and online contexts: Social dominance, bystander compliance, and social pain of victims. In A. Rutland, D. Nesdale, & C. Brown, (Eds.), Handbook on Intergroup Relations in Children and Adolescents (315-332). Wiley-Blackwell.
Knifsend, C., Bell, A., & Juvonen, J. (2017). Identification with multiple groups in multiethnic middle schools: What predicts social ingroup overlap? Journal of Youth and Adolescence, 46, 317–327.
Knifsend, C. & Juvonen, J. (2016) Extracurricular activities in multiethnic middle schools: Ideal context for positive intergroup attitudes? Journal of Research on Adolescence. (Onlinefirst). doi:10.1111/jora.12278
Juvonen, J., Schacter, H., Saino, M. & Salmivalli, C. (2016). Can a school-wide bullying prevention program improve the plight of victims?: Evidence for risk x intervention effects. Journal of Consulting and Clinical Psychology, 84, 334-344.
Schacter., H. L. & Juvonen,J. (2015). The effects of school-level victimization on self-blame: Evidence for contextualized social cognitions, Developmental Psychology, 51, 841-847.
Schacter, H. L., White, S. J., Chang, V. Y., & Juvonen, J. (2015). “Why Me?”: Characterological Self-Blame and Continued Victimization in the First Year of Middle School. Journal of Clinical Child & Adolescent Psychology, 44, 446-455.
Juvonen, J., & Graham, S. (2014). Bullying in school: The power of bullies and the plight of the victims. Annual Review of Psychology, 65, 159–185.
Graham, S., Munniksma, A. & Juvonen, J. (2014). Psychosocial benefits of cross-ethnic friendships in urban middle schools. Child Development, 85,469-483.
Knifsend, C. & Juvonen, J. (2014). Social identity complexity, cross-ethnic friendships, and intergroup attitudes in urban middle schools. Child Development, 85, 709–721.