Participants and Recruitment Procedures
To encourage the participation of a diverse sample of girls and to broaden the generality of findings, participants were recruited from five school districts: two within a mile radius of a large Midwestern university, one in a largely Hispanic, urban school district, one in a predominantly white, rural, Midwestern community, and one in a racially diverse small town in a Southern community. All teachers in four of the schools were invited to participate if they taught a last hour class or study hall with fifth through eighth grade female students. The urban school and rural school had 100% teacher participation. The other two schools had teacher participation rates of about 50% and 75%. To include a larger sample of girls with a clinical diagnosis of ADHD, the school nurse mailed invitations to participate to the families of girls with a clinical diagnosis of ADHD in the school near the university.
Together, these procedures produced a total sample of 262 participants (41 from the urban school, 113 rural, Midwestern schools, 71 from the Southern school, and 37 from schools near the university). For this sample, intelligence, reading, and math standard achievement scores were taken from existing group-administered, nationally norm-referenced standardized test scores in students’ accumulative files. Additional demographic information was provided in writing by parents on girls’ age, grade, number of siblings, parents' marital status, occupation, income, and race/ethnicity.
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