Using Social Network Position to Understand Early Adolescents' Power and Dominance within a School Context
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| Title: | Using Social Network Position to Understand Early Adolescents' Power and Dominance within a School Context |
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| Language: | English |
| Authors: | Andrews, Naomi C. Z. (ORCID |
| Source: | School Psychology. Nov 2022 37(6):445-454. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 |
| Descriptors: | Social Networks, Early Adolescents, Power Structure, Peer Relationship, Grade 5, Grade 6, Grade 7, Grade 8, Elementary School Students, Friendship, Cooperation, Reputation, Foreign Countries |
| Geographic Terms: | Canada |
| DOI: | 10.1037/spq0000445 |
| ISSN: | 2578-4218 2578-4226 |
| Abstract: | In social groups, such as school-based peer networks, youth often vie for power and dominance over others. Different strategies may be used to gain power (i.e., coercive and/or cooperative strategies), and with varying levels of success. Using a social networks approach, we examined whether and how social network centrality and social network prestige were associated with social strategies, social power, and peer reputation. Participants were fifth- to eighth-grade elementary school students (N = 466, 51% girls, 63% White) in southern Ontario, Canada. Peer nominations were used to assess social network centrality and prestige (via friendship nominations), social power strategies (coercive and cooperative strategies), social power, and peer reputation (popularity and likeability). Results indicated that coercive and cooperative strategies were used by youth high in both centrality and prestige, but that only high prestige related to power, popularity, and likeability. Results have implications for the usefulness of a social networks approach to understanding the structure of youths' social relationships and power in school settings, as well as practical implications for teachers and other school staff. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1372314 |
| Database: | ERIC |
| Abstract: | In social groups, such as school-based peer networks, youth often vie for power and dominance over others. Different strategies may be used to gain power (i.e., coercive and/or cooperative strategies), and with varying levels of success. Using a social networks approach, we examined whether and how social network centrality and social network prestige were associated with social strategies, social power, and peer reputation. Participants were fifth- to eighth-grade elementary school students (N = 466, 51% girls, 63% White) in southern Ontario, Canada. Peer nominations were used to assess social network centrality and prestige (via friendship nominations), social power strategies (coercive and cooperative strategies), social power, and peer reputation (popularity and likeability). Results indicated that coercive and cooperative strategies were used by youth high in both centrality and prestige, but that only high prestige related to power, popularity, and likeability. Results have implications for the usefulness of a social networks approach to understanding the structure of youths' social relationships and power in school settings, as well as practical implications for teachers and other school staff. |
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| ISSN: | 2578-4218 2578-4226 |
| DOI: | 10.1037/spq0000445 |
