Social Networks and Configurations in Inner-City Schools: Aggression, Popularity, and Implications for Students with EBD

In this study we explored the relationship between individual characteristics and peer social affiliations among inner-city minority children. A total of 506 students in Grades 4 through 7 (293 girls, 213 boys) from four schools were involved as participants. Assessments on aggression, popularity, a...

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Bibliographic Details
Published in:Journal of emotional and behavioral disorders 1999-10, Vol.7 (3), p.147-155
Main Authors: Hongling Xie, Cairns, Robert B., Cairns, Beverley D.
Format: Article
Language:English
Subjects:
Academic Achievement
Aggression
Agricultural Occupations
At Risk Students
Behavior Disorders
Children
Classroom Techniques
Cognitive Mapping
Diagnostic Teaching
Elementary Education
Elementary Schools
Emotional Disturbances
Emotional-Behavioural problems
Females
Friendship
General Education
Grade 4
Individual Characteristics
Inner cities
Intermediate Grades
Learner Engagement
Males
Middle Schools
Mild Disabilities
Minority Group Children
Peer Acceptance
Peer Relationship
Popularity
School Effectiveness
Schools
Sex Differences
Social Behavior
Social Networks
Urban Education
Urban Schools
USA
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Summary:In this study we explored the relationship between individual characteristics and peer social affiliations among inner-city minority children. A total of 506 students in Grades 4 through 7 (293 girls, 213 boys) from four schools were involved as participants. Assessments on aggression, popularity, academic competence, "Olympian" (e.g., good at sports, good-looking), and affiliation (e.g., smiles a lot, friendly) were obtained from teachers and the students themselves. Students also provided information on social groups within the school as analyzed by the Social Cognitive Map (SCM) procedure. The results indicated that members of the same peer social group were similar on multiple behavioral dimensions. High social network centrality was associated with high levels of popularity among girls. Among boys, however, high social network centrality was associated with high levels of aggressive behavior. Findings are discussed in light of their educational and interventional implications for students with emotional and behavioral disorders.
ISSN:1063-4266
1538-4799
DOI:10.1177/106342669900700303