Too tough at the top: Using latent class growth analysis to assess cool status during middle school

Abstract

Introduction: Obtaining and maintaining high social status in one's peer group is often a critical developmental goal during adolescence. The present study investigated factors that predict trajectories of cool status for middle school adolescents as well as how different cool status trajectories affect depressive symptoms. Methods: The participants were 5,991 adolescents (52% girls) from 26 urban middle schools in California. Using latent class growth analysis, baseline assessment occurred in the fall of sixth grade, and repeated assessments occurred in the spring of sixth, seventh, and eighth grades. Results: Three cool status trajectories were identified: (1) a high ascending cool status group (5% of the sample); (2) a decreasing cool status group (25%); and (3) a maintaining low cool status group (70%). Differences in the three groups were explained by GPA and having a reputation as aggressive at the beginning of middle school and the level of depression at the end of middle school. Those in the high ascending cool status group experienced the most depressive symptoms at the end of 8th grade. Conclusions: The findings suggest the need for a more nuanced perspective on maintaining cool status during adolescence that considers both its risks and benefits.For adolescents, obtaining and maintaining a high social status in their peer group is often a critical developmental goal (Adler & Adler, 1998; Cairns & Cairns, 1991, pp. 249-278). During early adolescence, achieving high social status often takes priority over other social relationships, such as friendships and romantic relationships (LaFontana & Cillessen, 2010). Having a reputation among peers as "cool" is often used as an indicator of high social status, particularly for adolescents (Closson, 2009). Although not well studied in the peer relations literature, cool kids appear to possess characteristics related to prestige, power, and visibility (notoriety) that their classmates pay attention to and even admire (e.g.,

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

“…One additional finding worth mentioning, is that ethnic majority students became more popular over the course of the year, while ethnic minority students became less popular during the same period. This finding is in line with a recent study, showing decreasing patterns of coolness over the course of two years for several ethnic minority adolescents in the US, but not for the ethnic majority (Yun and Graham 2019). Considering the other results of our study, one tentative explanation for this finding could be that the social climate of ethnically mixed school classes deteriorates during the schoolyear, because competition and conflict might need some time to develop.…”

Navigating the Healthy Context Paradox: Identifying Classroom Characteristics that Improve the Psychological Adjustment of Bullying Victims

“…However, accomplishing this is a challenging goal for an intervention. Because bullies are frequently considered “cool” and powerful, particularly during adolescence, specifically during middle school (e.g., Juvonen et al 2003 ; LaFontana and Cillessen 2002 ; Vaillancourt and Hymel 2006 ; Yun and Graham 2019 ), defending behavior can increase a defender’s risk of being a future target of bullying (Yun and Graham 2018 ). As a result, adolescents, who have a strong need to affiliate with and belong to their peer group (Brown and Larson 2009 ), may hesitate to stand up to bullies.…”

How Racial/Ethnic Diversity in Urban Schools Shapes Intergroup Relations and Well-Being: Unpacking Intersectionality and Multiple Identities Perspectives

“…Perhaps ethnic minority boys achieve some short-term notoriety when they disengage at the beginning of middle school as a result of perceived unfair treatment by teachers (e.g., Graham et al, 1998). Longitudinal research will need to examine the cumulative tradeoff between low achievement accompanied by high social standing (e.g., Yun and Graham, 2019).…”