This research was supported in part by a grant from the Institute for Research in the Social Sciences at the University of North Carolina and a W. T. Grant Faculty Scholars Award to the first author, the W. Alton Jones Foundation, and a Cooperative Agreement no. G0087C3033 with the Department of Education. We wish to thank Vincent Cibbarelli and the staff and students of the Charlottesville Public Schools for their cooperation. We would also like to thank Robert Terry, Amy Young, Emily Burhans, Eric Johnson, Renee Lorio, Karen Welke, Charlene Eickholt, Marlene Bloom, and Nancy Vaden for their assistance in conducting this research project. We would like to thank John Coie, William Rohe, Glen Elder, and members of the Carolina Consortium on Human Development for their helpful suggestions about an earlier draft of this paper.
Childhood Aggression and Peer Relations in the Context of Family and Neighborhood Factors
Article first published online: 28 JUN 2008
Volume 66, Issue 2, pages 360–375, April 1995
How to Cite
Kupersmidt, J. B., Griesler, P. C., DeRosier, M. E., Patterson, C. J. and Davis, P. W. (1995), Childhood Aggression and Peer Relations in the Context of Family and Neighborhood Factors. Child Development, 66: 360–375. doi: 10.1111/j.1467-8624.1995.tb00876.x
- Issue published online: 28 JUN 2008
- Article first published online: 28 JUN 2008
4 models (risk, protective, potentiator, and person-environment fit) comparing the associations among ethnicity, income, and structural characteristics of families and neighborhoods on childhood aggression and peer relations were explored. The 1,271 second- through fifth-grade (M= 9.9 years) children were assigned to 1 of 8 family types based on ethnicity, income, and household composition, and their addresses were used to define low- or middle-SES neighborhoods using neighborhood census data. Middle-SES neighborhoods operated as a protective factor for reducing aggression among children from high-risk families, interacted with family type to produce poor person-environment fit resulting in a greater likelihood of being rejected by one's peers, and potentiated the development of home play companions for children from low-risk families. Developmental and gender differences were also explored. Results are discussed in terms of the need for broader contextual factors to be considered in studying children's social and behavioral development.