Peer Relations Across Contexts: Individual‐Network Homophily and Network Inclusion In and After School

Kiesner, Jeff; Poulin, François; Nicotra, Eraldo Francesco

doi:10.1111/1467-8624.00610

Cited by 173 publications

(155 citation statements)

References 47 publications

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“…That is, similarity breeds connection. Recent research consistently confirms this, identifying age (Kiesner, Poulin, & Nicotra, 2003, p. 1341McPherson, Smith-Lovin, & Cook, 2001) and gender (Hodgkin, 2008, p. 306;Maccoby, 1998) as highly salient types of homophilous interactions. Above all else however, race and ethnicity continue to constitute the most prevalent types of homophily (McPherson et al, 2001, p. 424;Mollica, Gray, & Trevino, 2003), constituting the largest divide between people's social networks (see Ibarra, 1995, p. 675;Kalmijn, 1998, p. 406;Newman & Dale, 2007, p. 82).…”

Section: Conceptual Frameworkmentioning

confidence: 83%

The Mosque and Social Networks: The Case of Muslim Youth in Brisbane

Karimshah

Chiment

Skrbiš

2014

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Much of the existing public discourse surrounding Muslim youth in Western societies is framed through a simplistic and static understanding of the role of the Mosque in their everyday life. Mosques are often seen as places for the development of Muslim conservatism where membership is gender and ethno-specific and activities are socially restrictive (Spalek & Imtoual, 2007, p. 195;Spalek & Lambert, 2008; Poynting & Mason, 2008, p. 237). This contributes to an ongoing public preoccupation with the idea that it is necessary to integrate Muslim youth into "mainstream society" as a counter measure to anti-social behaviour and attributed outcomes (i.e. terrorism). This paper, building on the work of Dialmy (2007, p. 70) and Jamal (2005, p. 523), offers an account of how young Muslims network and socialise around the Mosque in Brisbane, Australia. We show that contrary to popular public conception, the role of the Mosque in the lives of Muslim youth is multifaceted and serves as the centrepiece from which the majority of socialisation, across variety formal and informal networks, occurs. This paper also explores the reasons underpinning Muslim youth's social participation, emphasizing the socio-cultural factors (both within and beyond the place of worship) that facilitate and hinder participation across a range of social settings. We argue that discussions on Muslim youth and social engagement must be positioned within an informed understanding of the nuanced role of the Mosque in the generation of social networks within Western contexts.

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Section: Conceptual Frameworkmentioning

confidence: 83%

The Mosque and Social Networks: The Case of Muslim Youth in Brisbane

Karimshah

Chiment

Skrbiš

2014

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“…Additive behavioral composition effects refer to the assumption that the behavioral composition of each peer contexts may explain unique variance in behavior (e.g., Kiesner et al, 2004;Kiesner et al, 2003;Urberg, Deg irmenciog lu, & Pilgrim, 1997). Drawing on social impact theory (SIT; Latané, 1981) and on conceptual models of peer influence (e.g., Brown et al, 2008), it is hypothesized that the variance explained by each context depends on the physical proximity and psychological salience of the peers in that context.…”

Section: Additive Behavioral Composition Effectsmentioning

confidence: 99%

“…Interactive behavioral composition effects refer to the idea that adolescents' behavior may further depend on the combination of behavioral norms in different contexts (e.g., Kiesner et al, 2003;Kindermann & Skinner, 2012). Adolescents participate in multiple peer contexts at the same time and as a result are exposed to the behavioral norms from these multiple contexts.…”

Section: Interactive Behavioral Composition Effectsmentioning

confidence: 99%

Adolescent Substance Use, Aggressive Behaviors, and Peer Context Behavioral Norms

et al. 2016

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The goal of this study was to examine behavioral norm effects in 2 peer contexts (classroom, school) on adolescent substance use (tobacco, alcohol, cannabis) and aggressive behaviors (bullying, physical fighting). Participants were 5,642 adolescents (M age 5 14.29 years, SD 5 1.26; 49% boys). There were 3 hypotheses. First, behavioral norms in both contexts affect individual behavior. Second, classroom norms have stronger effects on individual behavior than school norms. Third, classroom and school norms interact and exacerbate each other's influence. Results indicated that classroom norms had stronger effects than school norms on individual tobacco and alcohol use. Furthermore, school norms had equal or stronger effects than classroom norms on the 2 indicators of aggressive behaviors. There was no evidence for an interaction between classroom and school norms for any dependent variable. This study demonstrates that the complexity of multiple (nested) peer contexts should be considered to fully understand peer influence processes.

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“…Furthermore, high commitment and high balanced relatedness can be viewed as two indicators for high friendship quality, and cross-sectional (Kiesner et al 2003) and over-time (Prinstein et al 2005a;Stice et al 2004) associations between low perceived friendship quality and depression in adolescence have been shown. Nevertheless, differences between friendship types in developmental trajectories of depression remain unclear.…”

Section: Friendship Types and Adolescent Depressionmentioning

confidence: 99%

Developmental Trajectories of Perceived Friendship Intimacy, Constructive Problem Solving, and Depression from Early to Late Adolescence

Selfhout

Branje

Meeus

2008

J Abnorm Child Psychol

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This study examined friendship types in developmental trajectories of perceived closeness and balanced relatedness. In addition, differences between friendship types in the development of constructive problem solving and depression were examined. Questionnaire data of five annual waves were used from two adolescent cohorts (cohort 1: M=12.41 years; cohort 2: M=16.37 years). Growth Mixture Modeling revealed two developmental trajectories in cognitive representations of perceived friendship intimacy: interdependent and disengaged friendships. Adolescents in interdependent friendships were characterized by high perceived closeness and balanced relatedness across adolescence. Furthermore, adolescents in disengaged friendships had lower levels of and smaller increases in constructive problem solving. Girls in disengaged friendships showed smaller increases in balanced relatedness and higher levels of depression than boys in disengaged friendships and adolescents in interdependent friendships.

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Peer Relations Across Contexts: Individual‐Network Homophily and Network Inclusion In and After School

Cited by 173 publications

References 47 publications

The Mosque and Social Networks: The Case of Muslim Youth in Brisbane

The Mosque and Social Networks: The Case of Muslim Youth in Brisbane

Adolescent Substance Use, Aggressive Behaviors, and Peer Context Behavioral Norms

Developmental Trajectories of Perceived Friendship Intimacy, Constructive Problem Solving, and Depression from Early to Late Adolescence

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