Children's Social Constructions of Popularity

Abstract

Children's social constructions of popularity were assessed with perceived popularity nominations (i.e., 'Who are the most [least] popular students?') in a sample of 487 fourth, fifth, and sixth grade elementary school students. Correlational and groupdifference analyses demonstrated that perceived popularity is moderately and positively related to sociometric popularity and social dominance. Perceived popular girls were viewed as prosocial, bright, and in possession of the expressive equipment of popularity (i.e., attractiveness and spending power); perceived popular girls who were not well-liked (i.e., sociometrically popular) had these characteristics as well but also were above-average (>.5 SD) on social aggression and social visibility (i.e., cool and athletic). Perceived popular boys were reported to be socially visible (i.e., cool and athletic) and with low levels of social withdrawal; perceived popular boys who were not well-liked had these characteristics but also were reported to be socially aggressive, attractive, and to possess spending power. Finally, group comparisons revealed that perceived popularity, either alone or in combination with sociometric popularity, is accompanied by more social prerogatives (i.e., admiration, leadership, social control) than sociometric popularity alone. It was argued that being perceived as popular is a key determinant of social power in peer groups of older elementary school students.

Beyond the Class Norm: Bullying Behavior of Popular Adolescents and its Relation to Peer Acceptance and Rejection

“…For adolescents, imitating popular others is an attractive means of elevating their own status. Bullying has been found to be related to popularity both cross-sectionally (DeBruyn and Cillessen 2006;Dijkstra et al 2008;Lease et al 2002) and longitudinally (Cillessen and Borch 2006). Imitation of successful peers can lead to reflected glory, and enhances the person's own status (Cialdini and Richardson 1980;Erdogan 1999).…”

“…In most studies of popularity among adolescents, respondents are asked to nominate the most (and least) popular peers; this can cover many aspects, such as influence, dominance, having social power, attractiveness, and resource control (cf. LaFontana and Cillessen, 2002;Lease et al 2002;Parkhurst and Hopmeyer 1998). Our measure was based on what adolescents presumably mean by saying that a person is popular, namely, that people want to be connected with the popular person, to be associated with that person, to "bask in reflected glory" (Cialdini and Richardson 1980).…”

“…Adolescents with a high-status position among peers have more power and the ability to exert influence upon their peers directly or indirectly Adler 1995, 1998; DeBruyn and Cillessen 2006;LaFontana and Cillessen 2002;Lease et al 2002;Parkhurst and Hopmeyer 1998). In view of their influential position among peers, it seems reasonable to suggest that involvement of popular adolescents in certain behaviors might affect the class norm and, consequently, the acceptance and rejection of behavior.…”

Sociometric Status and Social Drinking: Observations of Modelling and Persuasion in Young Adult Peer Groups

“…The information individuals provide regarding which group members they, for example, like and dislike, perceive to be popular, or perceive to be withdrawn, appears to be related to a variety of characteristics, such as leadership, aggression, athletic skills, and power to control or influence others (e.g., Lease et al 2002a). In terms of alcohol consumption, one might expect that the more dominant and popular group members exert a stronger influence on the drinking levels of other group members, whereas more withdrawn and permissive members are more susceptible to be affected by peer group drinking.…”

“…As far as we know, very few studies examined the role of sociometric position in the actual influence on others in the group (Polansky et al 1950a, b). In studies the objective is usually the perception of (power to) influence others or susceptibility to influence (as reported in questionnaires by peers, teachers or parents) and not the actual interpersonal influence (Lease et al 2002a;b). Even though the outcomes of these studies may be a good indicator of actual social influence being exerted, it is uncertain to what extent and on which time scale this influence occurs.…”