This research was supported by grants from the National Science Foundation (NSF 0339070) and William T. Grant Foundation (Grant ID 6934) to Hongling Xie. The views expressed in this paper are those of the authors' and do not necessarily reflect the views of the granting agencies. We thank the children who participated in our study and the schools that assisted our study in various ways. We appreciate the assistance by Tabitha J. Wurster during manuscript preparation and the assistance by Pinky Patel, Ashley Dugan, Ngalula Fleurant, Marisa Gauger, Sara Heverly-Fitt, Phylicia Joseph, and Olivia Taduran in data collection and processing.
Socialization of Physical and Social Aggression in Early Adolescents' Peer Groups: High-status Peers, Individual Status, and Gender
Article first published online: 11 AUG 2011
© Blackwell Publishing Ltd. 2011
Volume 21, Issue 1, pages 170–194, February 2012
How to Cite
Shi, B. and Xie, H. (2012), Socialization of Physical and Social Aggression in Early Adolescents' Peer Groups: High-status Peers, Individual Status, and Gender. Social Development, 21: 170–194. doi: 10.1111/j.1467-9507.2011.00621.x
- Issue published online: 19 JAN 2012
- Article first published online: 11 AUG 2011
- peer group;
- social status;
- physical aggression;
- social aggression
The influence of high-status peers on a target individual's physical and manipulative social aggression in peer groups was examined in a diverse sample of seventh-grade students. A total of 245 individual members belonging to 65 groups were included in analyses. Aggression was assessed by peer and victim nominations in the fall and spring semesters of seventh grade. High-status peers rather than low-status peers in a group had a strong influence on individual members' physical and social aggression. High-status peers were particularly influential on low-status individual members' social aggression. A similar pattern was found for physical aggression in boys' groups. These findings imply that high-status members' aggression rather than the average of all members' may better represent the group norm. Special attention needs to be given to high-status aggressive adolescents in future intervention and prevention of aggression in schools.