Abstract
The concept of respect has been largely overlooked in developmental science. Yet respect, or lack thereof, is often central to key psychosocial outcomes during adolescence (e.g., interpersonal relationships, behavioral choices). The research that has examined respect often focuses on micro-level interactions, ignoring the ways macro-level forces (e.g., racism, sexism) complicate notions of (dis)respect. Given the gaps, this theoretical paper utilizes m(ai)cro developmental theory to consider the ways macro-level master narratives shape respect for marginalized and privileged adolescents. In addition, this paper presents a new process and conceptualization of the development of respect within the m(ai)cro. Lastly, we present humanizing versions of the development of respect.
Journal Section:
ARTICLE
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