Classroom Characteristics and Student Friendship Cliques

Hallinan, Maureen T.; Smith, Stevens S.

doi:10.1093/sf/67.4.898

Cited by 45 publications

(31 citation statements)

References 16 publications

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“…From middle childhood to early adolescence, race homophily increases (Shrum et al 1988;Hallinan and Smith 1989), and sex homophily declines (Cairns et al 1995;Hallinan and Smith 1989;Pellegrini 1994;Shrum et al 1988). As discussed earlier, network homophily may increase levels of intimacy, leading to higher levels of relational aggression.…”

Section: Homophily Early Adolescence and Relational Aggressionmentioning

confidence: 83%

Why Social Networks Matter: A Structural Approach to the Study of Relational Aggression in Middle Childhood and Adolescence

Neal

2007

Child Youth Care Forum

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Prior studies have addressed the influence of individual-level demographic variables on relational aggression among children and adolescents, resulting in little information about effective points of intervention. This paper argues that the inherently social nature of relational aggression warrants an examination of the effects of peer social network features on these behaviors. Specifically, the paper reframes the literature linking two individual-level variables (sex and age) to relational aggression from a contextual perspective that considers peer social networks. Moreover, the paper offers implications regarding how these reframed findings can be applied to the development of effective prevention and intervention programs and future research efforts.Early characterizations and empirical studies of childhood aggression focused exclusively on physical (e.g., hitting, shoving, kicking) and verbal (e.g., threats of physical aggression, yelling) forms of aggression (see Parke and Slaby 1983 for review). In contrast, recent definitions of childhood aggression have recognized that children and adolescents may also inflict harm by damaging their peers' social relationships. This paper examines such relational forms of aggression. Specifically, in order to identify more effective points of intervention, the paper introduces a structural framework that considers the influence of peer social networks on relational forms of aggression among children and adolescents.Relational forms of aggression include deliberate behaviors designed to harm others through subtle injury to peer relationships such as rumor spreading, social exclusion, and betrayal of trust. Researchers have discussed these behaviors using three overlapping constructs: relational aggression (e.g., Crick and Grotpeter 1995), indirect aggression

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Section: Homophily Early Adolescence and Relational Aggressionmentioning

confidence: 83%

Why Social Networks Matter: A Structural Approach to the Study of Relational Aggression in Middle Childhood and Adolescence

Neal

2007

Child Youth Care Forum

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“…Greater relevance attracts students and increases the flow of participation. Teachers can also use task structures to maintain greater or lesser control over interaction (Hallinan 1989;Stodolsky 1988;Bossert 1977;Metz 1978). Studentcentered (or open) tasks, such as group work, discussion, and student presentations, give students greater access to public discourse and one another.…”

Section: Theories Of Student Resistancementioning

confidence: 99%

Student Resistance: How the Formal and Informal Organization of Classrooms Facilitate Everyday Forms of Student Defiance

McFarland

2001

American Journal of Sociology

210

105

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. Critical and resistance theorists propose that race and class backgrounds influence everyday forms of student resistance in schools. This article argues that the microsocial process of student defiance is less characterized by individual traits of race and class than by the formal and informal organizational characteristics of social settings. Using unique data on resistance in multiple schools and classrooms, this article finds that defiant behaviors arise when instructional formats give students access to public discourse and when students have advantaged social network relations. Social opportunities of tasks, coupled with political opportunities of networks, enable students to consistently undermine and redirect classroom affairs. The results suggest that resistant behavior is more the result of organizational features of social networks and instruction than "alienation" factors, and is therefore rectifiable through classroom management.

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“…The neighbourhood and the school also affect the social relations of adolescents, as has been shown by studies on intergroup friendships (DuBois and Hirsch 1990; Hallinan and Smith 1989;Moody 2001;Vervoort, Scholte, and Scheepers 2011). A limited number of studies have investigated both contexts (Mouw and Entwisle 2006;Vermeij, van Duijn, and Baerveldt 2009).…”

Section: Social Context and Meeting Opportunitiesmentioning

confidence: 95%

Early Partner Choices of Immigrants: The Effect of Preferences, Opportunities and Parents on Dating a Native

Zantvliet¹,

Kalmijn

Verbakel

2014

Journal of Ethnic and Migration Studies

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This study focuses on the partner choices of immigrant adolescents who are involved in a romantic relationship. We formulate hypotheses about the effect of immigrants' preferences, parental influence and structural effects of the school and neighbourhood on the likelihood of dating a native partner versus a non-native partner. Using unique data from the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU) which was conducted in over 100 schools in each country among adolescents of around 14-year-old and their parents (n = 1896), we show, first, that more conservative immigrant adolescents are less likely to date a native partner. In addition, parental influence is demonstrated by gender-specific effects of religious background and by positive effects of parents' social and structural integration. Meeting opportunities with natives at school and in the neighbourhood are prominent factors in explaining the choice of dating a native partner.

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Classroom Characteristics and Student Friendship Cliques

Cited by 45 publications

References 16 publications

Why Social Networks Matter: A Structural Approach to the Study of Relational Aggression in Middle Childhood and Adolescence

Why Social Networks Matter: A Structural Approach to the Study of Relational Aggression in Middle Childhood and Adolescence

Student Resistance: How the Formal and Informal Organization of Classrooms Facilitate Everyday Forms of Student Defiance

Early Partner Choices of Immigrants: The Effect of Preferences, Opportunities and Parents on Dating a Native

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