David B. Estell

Peer Groups, Popularity, and Social Preference Trajectories of Social Functioning Among Students With and Without Learning Disabilities

The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined these issues over short-term longitudinal studies, none to date have examined them over extensive time periods. Toward this end, the current study examined a sample of 1,361 students (678 girls and 683 boys; 55 with LD) using multiple measures of peer social functioning assessed each semester from spring of third grade through fall of sixth grade. The results indicated that whereas students with LD were similar to their typically achieving peers in terms of group functioning and characteristics, they were viewed as lower in social standing among their classmates as a whole. These effects were maintained over time, indicating that long-term inclusion may not substantially affect peer social functioning among students with LD.

Individual characteristics, early adolescent peer affiliations, and school dropout: an examination of aggressive and popular group types

Abstract Individual characteristics (i.e., teacher-rated aggression and popularity) and peer group membership type in 7th grade was examined in relation to school dropout. Peer group type was characterized according to the proportion of group members who were high on teacher-rated aggression and popularity. Both aggressive and popular group types were linked to dropping out. Being a member of an aggressive group was associated with increased rates of dropout for aggressive, but not nonaggressive, youth. Membership in popular (i.e., majority of members were popular) and zero-popular (i.e., no popular members) groups was linked to dropping out, while membership in a nonpopular group (i.e., a few popular members) appeared to be protective for aggressive youth. Both popular and nonpopular youth who affiliated with aggressive peers had elevated rates of school dropout. All aggressive participants who were socially isolated dropped out, while nonaggressive youth who were socially isolated tended to complete school.

Social relations and academic achievement in inner-city early elementary classrooms

There is a great deal of research documenting the relationship of peers to academic achievement in late childhood and adolescence, but little work documenting the extent to which this holds for younger children. The current research examined the classroom social structure and academic achievement of inner-city African-American early elementary schoolchildren. Ninety-two (53 boys, 39 girls) first-graders from two inner-city schools were followed for 2 years. Teacher ratings of popularity and academic ability were positively related, and distinct peer groups marked by similar levels of achievement of constituent members were identified. Longitudinal analyses found support for selective affiliation based on academic achievement.

The Developmental Dynamics of Aggression and the Prevention of School Violence

The authors consider school violence from a dynamic systems conceptualization of aggression. This perspective suggests that aggression and school violence involve the contributions of both school social dynamics and the developmental histories of youth who are at risk for involvement in antisocial behavior. The authors present the concept of correlated constraints to describe the systematic alignment of developmental factors and their role in behavioral continuity and realignment. Building from this perspective, the authors present a theoretical framework that complements public health models of prevention to guide the establishment of comprehensive programs for preventing aggressive and violent behavior in schools. This framework suggests that three distinct but complementary levels of intervention are required to effectively reduce school violence: (a) universal strategies to address contextual factors, including the social dynamics of aggression and the activities of “conventional” peers that promote interpersonal conflict; (b) selective strategies for supporting the strengths of at-risk youth to prevent the negative reorganization of their developmental systems; and (c) indicated strategies involving coordinated services from multiple providers to reorganize the developmental systems of high-risk youth (i.e., youth with emotional and behavioral disorders).

Social Status and Aggressive and Disruptive Behavior in Girls: Individual, Group, and Classroom Influences.

Recent studies have found distinct subtypes of aggressive youth, marked by either high social status or social marginalization, and that various measures of status differentially associate with aggression. The majority of these studies, however, focused on boys, adolescents, and/or relational aggression in girls. The current research examined how the kind of status measured and the social ecology affect the association between overt aggression and social status in a sample of 187 3rd grade girls. Cluster analysis uncovered aggressive-popular, aggressive-unpopular, and prosocial-popular configurations. Although likeability was related solely to prosocial behavior, other measures of status co-occurred with both prosocial and aggressive behavior. Peer-group behavior complemented that of individuals, though peer-group and classroom acceptance of aggression were not related to cluster prevalence.

Self-Report Weapon Possession in School and Patterns of Early Adolescent Adjustment in Rural African American Youth

Examined 345 6th-grade rural African American youth (189 boys, 156 girls) over 3 years with regard to carrying weapons in school. Recent investigations with nationally representative and urban samples have shown that carrying weapons in school fits into a larger pattern of problem behaviors, including aggression and substance use, which are supported by affiliations with other deviant youth. Very little work to date has specifically examined weapon carrying in rural African American youth. This study found that weapon carriers in the first year were primarily male, more aggressive, and had higher rates of substance use than noncarriers. Concurrent peer affiliations were not related to weapon carrying in the first year. However, among those who were not carriers in the 1st year, transitioning into weapon carrying was related to both individual marijuana use and peer-group aggression and marijuana use. Finally, over the 3 years of the study, weapon carriers tended to maintain their high levels of aggression, drinking, and marijuana use.

Best Friendships of Students with and without Learning Disabilities across Late Elementary School

Close friendships are important for childrens academic achievement and social-emotional adaptation. Extant literature indicates students with learning disabilities are at increased risk for isolation, although little research has been done to examine the development of reciprocated friendships across late elementary school. This 2-year study examined the friendships of 55 students with learning disabilities in general education classrooms and 1,254 typically achieving peers. Results indicate that students with learning disabilities were as likely to have a reciprocated best friend and had as many best friends as their typically achieving peers. However, they retained fewer friendships over time, and were more likely to have friends who also had learning disabilities.

Homophily Among Peer Groups Members’ Perceived Self-Regulated Learning

The present study is one of the first examining whether peer group members hold similar levels of self-regulated learning. The study specifically addresses the potential homophily among group members’ regulative abilities (metacognition, environment regulation, effort regulation, peer learning, and help seeking) and whether group members’ regulative abilities predict affiliates’ academic performance. The study surveyed 9th-grade students from a Midwestern high school about their regulative abilities for mathematics. Results suggest that peer groups members’ effort regulation is similar among peer affiliates but not other regulative abilities. In addition, peer group members’ regulative abilities do not predict each others’ academic performance.

Coping and survival skills: the role school personnel play regarding support for bullied sexual minority-oriented youth

BACKGROUND Research has shown that bullying has serious health consequences, and sexual minority-oriented youth are disproportionately affected. Sexual minority-oriented youth include lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ) individuals. This study examined the bullying experiences of sexual minority-oriented youth in a predominantly rural area of a Midwestern state. The purpose of this study was to have bullied youth describe their experiences and to present their perspectives. METHODS Using critical qualitative inquiry, 16 in-depth interviews were conducted in-person or online with youth, ages 15-20, who self-identified as having been bullied based on their perceived minority sexual orientation status. RESULTS The role of supportive school personnel was found to be meaningful, and supportive school personnel were mentioned as assisting with the coping and survival among this group of bullied sexual minority youth. CONCLUSIONS Supportive school personnel are crucial to the coping and survival of these youth. All school personnel need to be aware of the anti-bullying policies in their school corporations. They may then work to strengthen and enforce their policies for the protection of bullied youth.

When Elementary Students Change Peer Groups: Intragroup Centrality, Intergroup Centrality, and Self-Perceptions of Popularity

The current study follows two cohorts of fourth and fifth graders across 1 school year to better understand why some students change peer groups. The study focuses on popularity and intragroup social status. We examined whether differences between individuals’ and group members’ self-perceptions of popularity were related to changing peer groups. In addition, we investigated whether more peripheral group members were likely to leave their peer group. Results suggest that not only are peripheral group members and group members with dissimilar self-perceptions of popularity more likely to change groups, but they have more similar self-perceptions of popularity in their new groups. By employing a novel method of measuring within-group homophily, the current study expands the sparse literature on why individuals might change group membership.