Abstract
For more than three decades, adolescent research within psychology has addressed developmental questions regarding resistance to peer influences from a psychosocial perspective, emphasizing autonomy development. Inferences about development have been drawn from age-related differences on peer resistance/conformity questionnaires. In this paper, we illustrate an alternative sociocultural/dialogical person-in-context approach to the study of peer resistances and development. This approach directs attention to the meanings of resistant acts as arising from adolescents' transactions with immediate and larger sociocultural contexts, and to the evaluation of development as qualitative system transformation. Our study concerns voiced resistance by eighth-grade girls to peer labeling of their sexual orientation because of the girls' choice (3 years earlier) to attend an all-girl college-preparatory middle school. Resistances expressed in interviews are evaluated within the context of current and prior I-other positionings surrounding the school choice, and we highlight the importance of considering (1) multiple rather than singular peer relations in adolescents' lives associated with connecting as well as resisting positionings; (2) meanings of ‘what’ is being resisted; (3) distinctions in how resistances are expressed; (4) emergent abstractions supporting the resistances; and (5) developmental change as a systems phenomenon.
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