Variant and invariant predictors of perceived popularity across majority-Black and majority-White classrooms

Meisinger, Elizabeth B.; Blake, Jamilia J.; Lease, A. Michele; Palardy, Gregory J.; Olejnik, Stephen

doi:10.1016/j.jsp.2006.09.005

Cited by 43 publications

(39 citation statements)

References 25 publications

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“…It is possible that factors unique to the summer camp environment (e.g., a close-knit closed community, a central focus on developing and maintaining healthy friendships, an emphasis on addressing conflict respectfully) may inform a unique definition of popularity. Because there is evidence to suggest that conceptions of popularity may vary across numerous contextual factors (e.g., LaFontana & Cillessen, 2002;Lease et al, 2002;Meisinger, Blake, Lease, Palardy, & Olejnik, 2007), it would be interesting to see how pathways to popularity differ based on variability in definitions of popularity within the peer group. This finding highlights the necessity of examining peer relations across multiple social contexts.…”

Section: Discussionmentioning

confidence: 99%

The association between valuing popularity and relational aggression: The moderating effects of actual popularity and physiological reactivity to exclusion

Shoulberg

Sijtsema²,

Murray‐Close

2011

Journal of Experimental Child Psychology

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Section: Discussionmentioning

confidence: 99%

The association between valuing popularity and relational aggression: The moderating effects of actual popularity and physiological reactivity to exclusion

Shoulberg

Sijtsema²,

Murray‐Close

2011

Journal of Experimental Child Psychology

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“…Third, primary study analyses are multilevel (children nested within classrooms) and control for the key social behavior variables of peer‐perceived prosocial behavior, and relational and overt aggression. There are well‐established connections between these behaviors and social status (Cillessen & Rose, 2005; Cillessen et al., 2011), and additional evidence indicates that status–behavior associations may vary by individual ethnicity and classroom ethnic composition (Meisinger, Blake, Lease, Palardy, & Olejnik, 2007; Rodkin et al., 2000).…”

Section: Study Overviewmentioning

confidence: 99%

African American and European American Children in Diverse Elementary Classrooms: Social Integration, Social Status, and Social Behavior

Wilson

Rodkin

2011

Child Development

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With a sample of African American and European American 3rd and 4th grade children (N = 486, ages 8–11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- and cross-ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group, and cross-ethnicity dislike). African American—but not European American—children had more segregated relationships and were more disliked by cross-ethnicity peers when they had fewer same-ethnicity classmates. African American children’s segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity. European American children’s segregation was positively associated with same-ethnicity social preference but negatively associated with cross-ethnicity social preference and perceived popularity.

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“…Although this work provides critical evidence of the importance of injunctive norms to adolescent substance use, “approval” may not be the most salient concept for this age group, as the word alludes to judgments of safe, appropriate or adult-sanctioned behavior, and young adolescents are at a stage when questioning authority, rebelling and forging one's own identity are basic developmental tasks. “Coolness,” in contrast, is a construct reflecting youth culture; it is generally viewed as a desirable characteristic and associated with popularity (especially among boys) (Closson 2008; Meisinger et al 2007), and it peaks in importance during early adolescence (LaFontana and Cillessen 2010). Although direct comparisons of the importance of coolness and approval (or other value expectancies) are not available, the youth focus of “coolness” may be a more relevant behavior motivator in this age group.…”

Section: Introductionmentioning

confidence: 99%

Social Norms in the Development of Adolescent Substance Use: A Longitudinal Analysis of the International Youth Development Study

Eisenberg

Toumbourou

Catalano

et al. 2014

J Youth Adolescence

109

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Identifying specific aspects of peer social norms that influence adolescent substance use may assist international prevention efforts. This study examines two aggregated measures of social norms in the school setting and their predictive association with substance (alcohol, tobacco and marijuana) use 2 years later in a large cross-national population-based cohort of adolescents. The primary hypothesis is that in Grade 7 both “injunctive” school norms (where students associate substance use with “coolness”) and “descriptive” norms (where student substance use is common) will predict Grade 9 substance use. Data come from the International Youth Development Study, including 2,248 students (51.2 % female) in the US and Australia attending 121 schools in Grade 7. Independent variables included injunctive norms (aggregating measures of school-wide coolness ratings of each substance use) and descriptive norms (aggregating the prevalence of school substance use) in Grade 7. Dependent variables included binge drinking and current use of alcohol, tobacco and marijuana in Grade 9. Associations between each type of school-wide social norm and substance use behaviors in Grade 9 were tested using multilevel logistic regression, adjusting for covariates. In unadjusted models, both injunctive and descriptive norms each significantly predicted subsequent substance use. In fully adjusted models, injunctive norms were no longer significantly associated with Grade 9 use, but descriptive norms remained significantly associated with tobacco and marijuana use in the expected direction. The findings identify descriptive social norms in the school context as a particularly important area to address in adolescent substance use prevention efforts.

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Variant and invariant predictors of perceived popularity across majority-Black and majority-White classrooms

Cited by 43 publications

References 25 publications

The association between valuing popularity and relational aggression: The moderating effects of actual popularity and physiological reactivity to exclusion

The association between valuing popularity and relational aggression: The moderating effects of actual popularity and physiological reactivity to exclusion

African American and European American Children in Diverse Elementary Classrooms: Social Integration, Social Status, and Social Behavior

Social Norms in the Development of Adolescent Substance Use: A Longitudinal Analysis of the International Youth Development Study

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