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There is limited knowledge on the impact of economic resources on adverse peer relations during adolescence. This study used a nationally representative sample (n = 4725, 51% girls) of Swedish eighth-grade students (approximately age fourteen) to examine associations between economic resources and adverse peer relations in the form of peer rejection and bullying victimization. Adolescents from households in the lowest within-school household income quintile were found to be rejected by school class peers to a greater extent than more advantaged students, but an association was not found between relative household income and bullying victimization. In contrast, adolescents unable to participate in activities with peers for economic reasons experienced more rejection and were at higher risk of victimization. The results underline the multidimensionality of adverse peer relations and advance our knowledge on how economic resources relate to peer relations in youth.

Research across countries shows that children from lower-income families are less likely to participate in extracurricular activities than children from more affluent families. While this income gradient in participation is by now established, the mechanisms behind the gradient are more contested. I examine whether the income gradient in extracurricular activity participation is the result of household economic constraints, using panel data methods on a nationally representative sample of Swedish adolescents. Data from the Children of Immigrants Longitudinal Study in Four European countries (CILS4EU) allow me to combine taxation register data on changes in household income with survey data on changes in extracurricular activity participation. Results from first-difference regression models show that changes in household income are not generally associated with changes in participation, but a weak association is found between changes in income and ceasing participation among adolescents in low-income households. The results largely cast doubt on theoretical explanations that emphasize household economic constraints as a substantial contributor to the income gradient in participation. Instead, results are more consistent with explanations emphasizing cultural differences in parenting logics and parental preferences for participation, as well as with explanations stressing non-economic forms of resource constraints.

While a range of sociodemographic characteristics are associated with a greater risk of peer rejection at school, it is currently unclear how key theoretical frameworks explaining rejection apply to such characteristics. This study examines how migration background, gender, household income, parental education and cognitive ability are linked to peer rejection. Building on person-group dissimilarity and social identity theory, the study assesses the moderating role of classroom composition and the extent to which students reject classmates who differ to themselves (i.e., outgroup derogation). Data is drawn from a nationally representative sample of 4215 Swedish eighth grade students (Mage = 14.7, SDage = 0.39; 67% of Swedish origin; 51% girls) in 201 classes. While rejection based on migration background, gender, household income and cognitive ability was moderated by the school-class composition, only the rejection of immigrant background students, boys and girls was related to outgroup derogation. Furthermore, Swedish origin students’ outgroup derogation increased as the share of immigrant background students decreased. Addressing social inequalities in rejection may require different strategies depending on sociodemographic characteristic.

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Although sociodemographic characteristics such as immigrant background and low socioeconomic status have been found to increase the risk for peer rejection, it remains unclear whether rejection in school settings primarily occurs between different-characteristic peers or is also driven by same-characteristic peers, nor whether these types of processes are moderated by classroom composition. Building on person-group dissimilarity theories, we address this gap in the literature using a large sample of 4,215 Swedish students (aged 14-15) in 201 eighth grade classes. Sociometric data provide information on received rejection nominations and rejection networks in school classes. Five characteristics are examined at the student- and classroom-levels: gender, immigration background, household income, parental education, and cognitive ability. Information on sociodemographic characteristics is drawn from linked survey and administrative population registers. A two-pronged empirical strategy is used, using both multilevel random effects models and Exponential Random Graph Models. We find that multiple characteristics are associated with peer rejection, and classroom composition moderates how these characteristics are associated with the extent to which students are rejected and reject classmates who are different to themselves.