Editorial

Abstract

espacio donde se discutan temas de vanguardia relacionados con este campo. Los artículos que conforman el presente número son, en su mayoría, trabajos de investigación y, en menor proporción, artículos de reflexión teórica, los cuales fueron presentados durante

Gender differences in social reputation and peer rejection at school /Diferencias de género en la reputación social y el rechazo entre iguales en la escuela

“…In both cases it is observed that the scores tend to increase as the children progress through school, and that the increase is basically down to the girls, since the boys’ scores remain fairly stable. These results seem to indicate that girls’ behaviour tends to get worse when they start CSE, which may be due to the fact that gender expectations tend to become more flexible from nine years onwards, as indicated by Palacios and Hidalgo (1999), although the intensity of the change is not particularly large.…”

“…In other words, this study aims to address the question of whether the differences in the social reputation of boys and girls are the same regardless of age. Although the research shows that differences are fairly stable, some aspects exist which could influence social reputation and which could be related to changes in the establishment of gender roles depending on the child’s stage of development, as already indicated (Palacios & Hidalgo, 1999; Shaffer, 2002).…”

“…It would therefore seem that behavioural characteristics are strongly linked to gender, at least during the early school stage studied. This could be due to the fact that strong gender expectations still prevail in our society, both among children’s peers as well as among adults (Palacios & Hidalgo, 1999). Nevertheless, on analysing the effect of school year, two mean effects were found for two of the perceptive attributes: Not getting on well with teachers and Always wanting attention .…”

“…As well as being an institution which promotes academic learning, alongside home, school is one of the most important contexts in which children socialize and in which peer relations play an important role in their affective, social and moral development (Gifford-Smith & Brownell, 2003; Palacios & Hidalgo, 1999; Shaffer, 2002; Trianes, Muñoz, & Jiménez, 2007). It is because of this that, for decades, psychoeducational research has been paying particular attention to the horizontal relations established in the school context.…”

“…Thus, before adolescence, friends tend to be of the same sex and the relationships established tend to be more intense and more exclusive in the case of girls and more extensive in the case of boys (Baines & Blatchford, 2009; Moreno, 1999). In this sense, it is worth noting that strong gender roles tend to be established from very early ages up to approximately 8–9 years old, at which point it appears to relax, with stereotyped behaviour increasing again, particularly in the case of boys, with the onset of adolescence (Palacios & Hidalgo, 1999; Shaffer, 2002).…”