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.

A multidimensional, interdisciplinary model of social status was developed and examined in a sample of 487 fourth, fifth, and sixth grade elementary school students. Participants were clustered into seven subtypes (i.e., High Status, Perceived Popular/Dominant, Well-Liked/Dominant, Average, Low Dominant/Unpopular, Disliked, and Low Status) based on the dimensions of likability, perceived popularity, and social dominance emphasized, respectively, by psychologists working within the sociometric tradition, sociologists of education, and ethologists. The meaningfulness of the cluster solution was supported by cluster differences on peer-reported social prerogatives of status (e.g., admiration, social control, leadership) and selfreported social characteristics. Furthermore, each cluster had a distinct behavioral profile. It was argued that a broader, multidisciplinary conceptualization of social status should lead to a better understanding of the complex dynamics present in children's peer groups in middle childhood as well as the tools preadolescents need to successfully navigate the peer system.

Majority-race (black or white) 1 elementary school children with and without a minority friend (black or white) in their classroom were compared on measures of social, behavioral, and affective characteristics. Analyses focused on 260 4th through 6th grade students who were racial majorities in their classrooms and had at least one reciprocated friendship in the classroom-based peer group. Overall, the results were consistent with the scenario that majority children with minority friends are high status, prosocial, and socially satisfied members of the peer group, compared to majority children without a cross-race friendship, although race and gender differences were observed. In contrast, class-level characteristics (e.g. class size, the proportion of participating children in each classroom of the majority race, and the number of minority-race children in the classroom) were not predictive of whether a majority child had a cross-race friendship or not. Implications for the current status of blackwhite relations among our youth were discussed.

Position in the perceived peer group organization was assessed using a multidimensional scaling strategy and was compared with measures of social status and mutual friendship in a sample of 404 fourth-, fifth-, and sixth-grade students. Perceived organization position was correlated significantly to social preference, like-most nominations, and like-least nominations but not to social impact. Furthermore, peer group members who were marginal in the perceived structure were more likely to have a rejected status and to be friendless, whereas those in a central position were more likely to be popular and have at least one friend. Most rejected students, however, were not marginal in the perceived structure. Marginal-rejected group members, compared with nonmarginal-rejected individuals, had more negative scores on social status measures. It was hypothesized that studying the overlap between position in the group’s perceived organization and social status might be useful for discriminating types of rejected children and adolescents.

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