Peer status in an ethnic context: Associations with African American adolescents' ethnic identity

Rock, Patrick F.; Cole, Daphne J.; Houshyar, Shadi; Lythcott, Mawiyah; Prinstein, Mitchell J.

doi:10.1016/j.appdev.2011.03.002

Cited by 26 publications

(25 citation statements)

References 30 publications

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“…Data from sociometric nominations widely are considered the most reliable and valid indices of acceptance and rejection among peers (Coie and Dodge 1983). Due to the unique goals of this study, sociometric data were coded to reflect the ethnicity of the nominator of peer victimization (Rock et al 2011). Specifically, three sets of scores were computed by separately calculating summary scores based on European-American peers’ nominations, African-American peers’ nominations, and Latino-American peers’ nominations.…”

Section: Methodsmentioning

confidence: 99%

Perceived Discrimination and Peer Victimization Among African American and Latino Youth

Seaton

Neblett

Cole

et al. 2012

J Youth Adolescence

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Perceptions of racial discrimination constitute significant risks to the psychological adjustment of minority youth. The present study examined the relationship between perceived racial discrimination and peer nominations of victimization among 173 (55 % female) African American, European American and Latino youth. All respondents completed peer nominations of victimization status whereas the African American and Latino youth completed subjective measures of racial discrimination. The results indicated that African American and Latino’s subjective perceptions of racial discrimination were linked to nominations of overt and relational victimization when rated by their European American peers. The results suggest that there is consistency between African American and Latino youth’s perceptions of racial discrimination and nominations of peer victimization by their European American peers.

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Section: Methodsmentioning

confidence: 99%

Perceived Discrimination and Peer Victimization Among African American and Latino Youth

Seaton

Neblett

Cole

et al. 2012

J Youth Adolescence

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“…The available research is US-based and indicates that in studies in which African Americans mostly were in the numerical majority in their classrooms, they are perceived as cooler and having more leadership skills than European American youth (Garandeau et al 2011;Jackson et al 2006;Wilson and Rodkin 2011). However, in a study in which African Americans were in the numerical minority in most classrooms, they were perceived as less popular than European American adolescents (Rock et al 2011). These different effects according to the ethnic classroom composition may have been explained by the finding that characteristics such as "coolness" and "leadership skills" are more often ascribed to peers of the same ethnic group than to peers of a different ethnic group (Bellmore et al 2007;Jackson et al 2006;Jamison et al 2015).…”

Section: Empirical Research On Ethnic Minority Status and Popularitymentioning

confidence: 99%

“…Ethnic minority status can be hypothesized to be associated with higher popularity via higher aggression. Alternatively, especially in classrooms with many ethnic majority members, ethnic minority status can be expected to be associated with lower popularity (Rock et al 2011;see Fig. 1 for the conceptual model of the study). To test these two opposing expectations, the association between ethnic minority status and popularity was investigated in a Dutch longitudinal sample of early adolescents, including the mediating role of aggression and the moderating role of ethnic classroom composition.…”

Section: Introductionmentioning

confidence: 99%

Associations between Ethnic Minority Status and Popularity in Adolescence: the role of Ethnic Classroom Composition and Aggression

Veldkamp

Harakeh

Laninga‐Wijnen

2020

J Youth Adolescence

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Although there are theoretical reasons to expect an association between ethnic minority status and popularity, research on this topic is scarce. Therefore, this association was investigated including the moderating role of the ethnic classroom composition and the mediating role of aggression. Data from the longitudinal Dutch SNARE (Social Network Analysis of Risk behavior in Early adolescence) project were used among first-year students (comparable to 5th grade) (N = 1134, N classrooms = 51, M = 12.5 years, 137 non-Western ethnic minority students). Popularity and aggression were assessed with peer nominations. Multi-level Structural Equation Models showed that ethnic minority status was indirectly associated with higher popularity, through higher aggression. Moreover, with increasing numbers of ethnic minority students in the classroom, popularity levels of both ethnic majority and ethnic minority students decreased. Only when differences in aggression between ethnic minority and majority students were included in the analyses, while the ethnic classroom composition was not included, lower popularity levels were found for ethnic minority than ethnic majority students. Scientific and practical implications of this study were addressed in the discussion.

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“…Until recently, a majority of sociometric studies focused on elementary and middle school students (see, e.g., Cillessen, ). More recent studies used peer nominations with older adolescents (e.g., Golmaryami & Barry, ; Laursen, Hafen, Kerr, & Stattin, ; Rock, Cole, Houshyar, Lythcott, & Prinstein, ) and emerging adult samples (e.g., Heyman & Sailors, ; Lansu & Cillessen, ; Pohl, Hojat, & Arnold, ; Sandstrom & Cillessen, ). Contextual factors may also influence peer nominations.…”

Section: Acceptance Popularity and Social Impact As Dimensions Of Pmentioning

confidence: 99%

Peer Status Among Incarcerated Female Offenders: Associations With Social Behavior and Adjustment

Goldweber

Cauffman

Cillessen

2013

J of Research on Adolesc

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Peers are a powerful socializing force, especially during adolescence. Whether peer status holds the same meaning, correlates, and consequences for female offenders remains unknown. Using a peer nomination technique in a sample of incarcerated females (N = 86, age 15-24 years), our study is the first to examine the association between peer status and psychopathology in a correctional facility. Results indicated that a key indicator of likeability was prosocial behavior; popularity was related to leadership; and social impact was associated with aggression. Popularity might serve as a buffer against, and social impact as a risk factor for, psychosocial problems. Findings shed light on peer status as a mechanism underpinning female offenders’ problem behaviors and an entry point for targeted interventions.

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Peer status in an ethnic context: Associations with African American adolescents' ethnic identity

Cited by 26 publications

References 30 publications

Perceived Discrimination and Peer Victimization Among African American and Latino Youth

Perceived Discrimination and Peer Victimization Among African American and Latino Youth

Associations between Ethnic Minority Status and Popularity in Adolescence: the role of Ethnic Classroom Composition and Aggression

Peer Status Among Incarcerated Female Offenders: Associations With Social Behavior and Adjustment

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