Freaks, Geeks, and Cool Kids

Milner, Murray

doi:10.4324/9780203484838

Cited by 20 publications

(27 citation statements)

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“…The contagious properties of status seem to extend to adolescent popularity (see Milner, 2004, for a discussion). Qualitative research on adolescent peer relationships is full of examples of friendships and acquaintanceships based on popularity, and the importance of associating with popular individuals.…”

Section: Popularity Contagionmentioning

confidence: 99%

“…Other qualitative researchers (Adler & Adler, 1998;Gordon, 1957) have noted that membership in social cliques and crowds help to define levels of popularity. Milner (2004) qualifies the effect, proposing that popularity (high or low) should spread most clearly between individuals who engage in close and/or intimate associations. Even something as seemingly trivial as eating with particular peers during lunch can be seen as a sign (or a cause) of association-based status (Eder, 1995;Milner, 2004).…”

Section: Popularity Contagionmentioning

confidence: 99%

“…For example, it has been reported that popular individuals may 'compete for "the better friends" ' (Eckert, 2000, p. 51) and will often choose not to associate (or may choose to deliberately disassociate) with lower status individuals (Eder, 1995). In fact, cliques and other social groups may censure or expel group members who associate with lower status individuals because such associations can negatively affect the status of the entire group (Milner, 2004).…”

Section: Popularity Contagionmentioning

confidence: 99%

“…To reiterate, given the nature of popularity, any change in popularity must occur based on a change of perceptions and attributions among the peer group. The theory proposed here is that a change in popularity can occur solely on the basis of an individual being associated with peers who are more or less popular than the individual, due to the fact that adolescents use relationship associations as a guide to determine the popularity of a peer (Cohen & Prinstein, 2006;Milner, 2004). An individual's popularity may increase simply because they are seen interacting with popular peers.…”

Section: A Theory For the Process Of Popularity Contagionmentioning

confidence: 99%

“…By the same token, there is no reason to believe that preference is hierarchical. Whereas high popularity can be viewed as a limited resource (Milner, 2004), preference is theoretically limitless.…”

Section: Distinguishing Popularity and Preferencementioning

confidence: 99%

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Popularity Contagion Among Adolescents

2012

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This study aimed to support the theory of popularity contagion, which posits that popularity spreads among friends spontaneously and regardless of behavioral changes. Peer nominations of status and behavior were collected annually between 6th and 12th grades from a total of 1062 adolescents. Longitudinal hypotheses were mostly supported using path analyses, showing (1) that individual popularity could be predicted by friends' popularity levels over time, even when controlling for stability of individual popularity; (2) that this prediction was not accounted for by behavioral contagion of aggressive or prosocial behaviors; and (3) that individual social preference generally could not be predicted by friends' preference levels over time. Implications, limitations, and directions for future research are discussed.

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Section: Popularity Contagionmentioning

confidence: 99%

Section: Popularity Contagionmentioning

confidence: 99%

Section: Popularity Contagionmentioning

confidence: 99%

Section: A Theory For the Process Of Popularity Contagionmentioning

confidence: 99%

Section: Distinguishing Popularity and Preferencementioning

confidence: 99%

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Popularity Contagion Among Adolescents

2012

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Crossing the Boundaries: Solidarity, Identity, and Mutual Learning in a K‐20 Partnership

Olitsky

2017

Science Education

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This study investigates possibilities for faculty members and teachers to overcome status and professional culture barriers as they engage in partnership work aimed at promoting inquiry‐based instruction. It compares the processes and outcomes of several types of professional learning opportunities within a Math and Science Partnership based on how well they facilitated productive communication, student‐centered instructional practices, and knowledge negotiation. It discusses conflicts as components of faculty member/teacher interactions, regardless of the setting. However, when laboratory materials provide a relevant context for collaborative learning, and when there are opportunities for the development of microlevel interactional solidarity, conflicts can lead to knowledge negotiation rather than disengagement. Furthermore, these settings can reduce faculty members’ use of lecture‐based approaches, mitigate status differences, and facilitate the development of reform‐minded identities. This study suggests that while a focus on mutual learning is preferable to transmission in K‐20 partnerships, it is important to consider that mutual learning may be a negotiated product emerging from conflict and dialogue rather than an unproblematic exchange of information. In addition, it suggests that K‐20 partnerships should intentionally create opportunities that foster the establishment of goal‐oriented temporary communities, as these can support persistence through conflicts, reform‐minded teaching identities, and inquiry‐based instruction.

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Indirect Socialization in Preschool: How Teachers Harness Children’s Ability to Shape Peer Behavior

August

2021

Qual Sociol

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Freaks, Geeks, and Cool Kids

Cited by 20 publications

References 0 publications

Popularity Contagion Among Adolescents

Popularity Contagion Among Adolescents

Crossing the Boundaries: Solidarity, Identity, and Mutual Learning in a K‐20 Partnership

Indirect Socialization in Preschool: How Teachers Harness Children’s Ability to Shape Peer Behavior

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