Este artículo intenta profundizar en las ideas que el profesorado de primaria tiene acerca de los modelos familiares que se salen del patrón más convencional. Para ello,

RESUMEN:Este trabajo investiga las diferencias de género en dos dimensiones del estatus social en el grupo, la preferencia social y la popularidad percibida, en una muestra de 274 adolescentes de 11 aulas de 3º y 4º de la ESo (119 chicos, 155 chicas) de dos centros de la provincia de Sevilla. En primer lugar, se ponen en relación las dos dimensiones de estatus con diversos atributos personales; en segundo lugar, se analizan las diferencias de género asociadas a esta estructura relacional. Los resultados muestran patrones de correlación que diferencian la preferencia social y la popularidad, así como patrones correlaciónales diferentes por género para cada una de las dimensiones analizadas. Palabras clave: preferencia social, popularidad percibida, reputación entre iguales, agresión, diferencias de género Preference and popularity: differential patterns by gender in the correlates of high statusABTRACT: This study explores gender differences in two dimensions of social status in the group, social preference and perceived popularity in a sample of 274 adolescents from 11 classes of 3 and 4 of the ESo (119 boys, 155 girls) from two schools in the province of Seville. First, put on the two dimensions of status with various personal attributes, and secondly, we analyze gender differences associated with the relational structure. The results show correlation patterns that differentiate the social preference and popularity, as well as different correlational patterns by gender for each of the dimensions analyzed. Keywords: social preference, perceived popularity, peer reputation, gender differences La posición social en el grupo es un tema al que niños y niñas, y especialmente adolescentes parecen dedicar tiempo y atención. Pero, ¿qué significa tener una buena posición en el grupo? ¿Ser querido por los demás, tener muchos amigos, tener poder sobre las relaciones? Para Lease, kennedy y Axelroad (2002), la pregunta ¿Qué significa ser popular? solo tiene una respuesta posible: depende de a quién se le pregunte y de cómo se formule la pregunta. Así, investigadores de distintas tradiciones han respondido de modo distinto, y han preguntado de modos diversos.Desde la sociometría tradicionalmente se utilizaba el término popular para referirse a aquellos chicos y chicas que gustaban a sus compañeros, técnicamente,

This study examined the social situations that are problematic for peer-rejected students in the first year of elementary school. For this purpose, exploratory and confirmatory factor analyses were conducted on the Taxonomy of Problematic Social Situations for Children (TOPS, Dodge et al., 1985) in 169 rejected pupils, identified from a sample of 1457 first-grade students (ages 5–7) enrolled in 62 classrooms of elementary school. For each rejected student, another student of average sociometric status of the same gender was selected at random from the same classroom (naverage = 169). The model for the rejected students showed a good fit, and was also invariant in the group of average students. Four types of situations were identified in which rejected students have significantly more difficulties than average students. They are, in descending order: (a) respect for authority and rules, (b) being disadvantaged, (c) prosocial and empathic behavior, and (d) response to own success. Rejected boys have more problems in situations of prosociability and empathy than girls. The implications concerning the design of specific programs to prevent and reduce early childhood rejection in the classroom are discussed.

Aim: The aim of this study was to identify which adverse peer experiences better predict perceived negative peer relationships among elementary school first graders according to sex. The peer experiences examined were peer rejection, peer victimization, and mutual antipathy; the interpersonal perceptions studied were perceived peer victimization, dyadic meta-perception of peer disliking, and loneliness.Methods: The participants were 809 children (Mage = 6.4 years, SD = 0.32; ngirls = 412, 50.9%) enrolled in 35 first-grade classes from 15 schools in 4 Spanish regions: Valencia, n = 276, 34.1%; Balearic Islands, n = 140, 17.3%; Andalusia, n = 199, 24.6%; Castile-Leon, n = 194, 24%. We calculated sex differences in peer experiences and interpersonal perceptions by means of one-way ANOVA for means differences and Fisher’s r-to-z transformation for correlations differences. We used a multilevel regression analysis (nesting variables: class and region) to determine whether the associations between each peer experiences and each perception were unique.Results: Each adverse peer relationship predicted each interpersonal perception differentially. Peer victimization was a good predictor of the three interpersonal perceptions, and the only predictor of perceived peer victimization. Peer rejection predicted loneliness, whereas mutual antipathies predicted dyadic meta-perception of peer disliking, although more so among girls. A significant effect at region level was found but not at class level.Conclusion: Our findings suggest that research should take into account the different levels of the social peer system when analyzing peer experiences within the classroom context. The study contributes to sensitize teachers about the greater responsiveness of 6-year-old girls to adverse peer experiences, and it could be useful for designing interventions that would help children oppose rejection and empower active bystanders to fight against peer mistreatment.