Preferencia y popularidad: patrones diferenciales por género en los correlatos del alto estatus

Abstract

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,

What Does It Mean to Be Popular in Spain? Mixed-Method Analysis of Popularity as Perceived by Teenagers and Their Teachers

“…A growing body of research on perceived popularity has been conducted in other cultures, for instance, in the United States (Borch, Hyde, & Cillessen, 2011; Puckett et al, 2008; Vaillancourt & Hymel, 2006), Finland (Caravita, Pöyhönen, Rajala, & Christina, 2011), and Taiwan (Cheng, 2010), showing similar results to those of Jiménez Lagares et al (2011) in Spain. These studies indicate that social outstanding or perceived popularity depends on different characteristics, some of which are rejected by peers and others are valued positively, yet focusing most on the last.…”

“…These consequences affect teenager’s self-esteem and well-being, which are linked to school maladjustment (including academic failure and abandonment), symptoms of anxiety and depression, feelings of loneliness and low social competence, as well as aggressive behaviors and victimization (which can be both cause or effect of rejection). Per contra, to our knowledge there is only one study that focused on perceived popularity in a Spanish sample (Jiménez Lagares et al, 2011). This study also focused on gender differences, which are discussed further above.…”

“…More specifically, previous research from all over the world has observed that social outstanding (perceived popularity) is associated with peer-valued characteristics as well as antisocial behaviors. Some peer-valued characteristics associated with perceived popularity are physical attributes, such as beauty and toughness, prosocial behaviors, sense of humor, material possessions, and personal talents (Jiménez Lagares et al, 2011; LaFontana & Cillessen, 2002; Vaillancourt & Hymel, 2006). Whereas antisocial behaviors associated with perceived popularity are dominion, conceit, disobedience, disruption, and aggression, as well as risk behaviors such as smoking or drinking (de Bruyn & Cillessen, 2006; Dumas et al, 2019; Jiménez Lagares et al, 2011; Rodkin et al, 2000).…”

“…With regard to gender differences, it is well established that valued characteristics and perceived popularity differ between boys and girls (Adler & Adler, 1998; Jiménez Lagares et al, 2011; LaFontana & Cillessen, 2002; Puckett et al, 2008; Vaillancourt & Hymel, 2006). Although there is no consistent agreement on which characteristics are differentially related to male and female popularity, the traditional gender roles attribute a more active role to men than women (Bem, 1981; McNay, 2013).…”

“…Both may be measured by sociometric methods, but the first is based on the degree of acceptance of the child or adolescent by their peer group in a specific task (“Who do you like to play/work/hang out with?”), whereas the second is defined in terms of mere social visibility (“Who are the most popular people in your group?”). Although both concepts are strongly related, they are not the same (Cillessen & Marks, 2011; Jiménez Lagares, 2015; Jiménez Lagares, Muñoz, Tinoco, García, & Florindo, 2011; Puckett, Aikins, & Cillessen, 2008; Wright, 2018). In addition, perceived popularity, by its subjective nature, may be influenced by the cultural background context (Bellmore, Nishina, & Graham, 2011; Li, Xie, & Shi, 2012).…”