UNIVERSITY OF PITTSBURGH, 1995
PSYCHOLOGY, DEVELOPMENTAL (0620); PSYCHOLOGY, SOCIAL (0451)
The present study examines developmental changes in children's perceptions of
peer social status
classifications. In past research social status classifications have been derived
primarily through indirect
measures, that is, through nominations of most liked and least liked peers.
Such investigations have
failed to ask children directly about their understanding of these classifications
and about children who fit
into the popular, rejected, neglected, or average categories. There are known
changes in what children
value in a friend, but little is known about the criteria on which children
might assign peers to the different
social status groups and how such criteria might change with age. Children in
Grades 1, 4, and 8 were
asked to assign same-sex peers to one of four social status groups: Most Like,
Some Like, Most Do Not
Like, and Forgotten. Children were then given an individual person perception
interview. They were
asked to describe members from each of the groups to which they assigned peers
and to explain why
they think those children are 'popular' or 'rejected' and so forth. The content
of children's descriptions
were examined for age and sex differences in criteria that might lead one to
be named, for example, as
'popular.' Children's more general representation of social status groups was
also examined in terms of
how they distributed their assignments of peers across status groups, the degree
of consensus reached
on peer status assignments, and their accuracy at self-assessment of status.
Results show that children's
understanding of social status seems to coalesce with age. Consensus regarding
the status group to
which individual children belong improves with age as does children's differentiation
of the status
groups. The results also support the need to look at the perceptions of the
criteria for social status
membership separately for boys and girls: Descriptors such as Supportive and
Trust become the focus of
girls, whereas descriptors such as Athletic and Aggressive clearly are the focus
of boys.
Social
Systems Simulation Group
P.O. Box 6904 San Diego, CA 92166-0904 Roland Werner, Principal Phone/FAX (619) 660-1603 |