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By Edgar F. Borgatta, Edgar F. Borgatta, Rhonda J. V. Montgomery

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Stone Department of Sociology Harvard University CONTENT ANALYSIS David Strang Center for Advanced Study in the Behavioral Sciences Cornell University IMPERIALISM, COLONIALISM, AND DECOLONIZATION AMERICAN INDIAN STUDIES David Snow Department of Sociology University of Arizona CROWDS AND RIOTS xxxiii Jeffrey J. Strange Public Insight CENSORSHIP AND THE REGULATION OF EXPRESSION LIST OF AUTHORS Raimondo Strassoldo Dipartimento EST University of Udine, Italy NATIONAL BORDER RELATIONS, MANAGEMENT OF Murray A.

Some evidence supports this view: As the number of transitions— including school change, pubertal change, early dating, geographic mobility, and major family disruptions such as death—that students must cope with concurrently increase, their grades, extracurricular involvements, and self-esteem decrease (Simmons et al. 1987). These associations are particularly deleterious for girls. How the transition to seventh grade is organized can thus have pervasive implications for the well-being of youth.

For example, Belsky and his colleagues (1991) have proposed a sociobiological model of early menarche and sexual activity. According to this model, high levels of stress during childhood— reflecting marital discord, inconsistent and harsh parenting, and inadequate financial resources— lead to aggression and depression in late childhood, which in turn foster early puberty and sexual activity. In contrast, children whose families 8 ADOLESCENCE otherwise encourage postponing intercourse and pregnancy (Brewster 1994).

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