Status Struggles: Network Centrality and Gender Segregation in Same- and Cross-Gender Aggression
TL;DR: Literature on aggression often suggests that individual deficiencies, such as social incompetence, psychological difficulties, or troublesome home environments, are responsible for aggressive behavior as mentioned in this paper, which is not the case.
Abstract: Literature on aggression often suggests that individual deficiencies, such as social incompetence, psychological difficulties, or troublesome home environments, are responsible for aggressive behav...
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TL;DR: The authors showed that students who believe that intellectual abilities are qualities that can be developed (as opposed to qualities that are fixed) tend to show higher achievement across challenging school transitions and greater course completion rates in challenging math courses.
Abstract: Because challenges are ubiquitous, resilience is essential for success in school and in life. In this article we review research demonstrating the impact of students’ mindsets on their resilience in the face of academic and social challenges. We show that students who believe (or are taught) that intellectual abilities are qualities that can be developed (as opposed to qualities that are fixed) tend to show higher achievement across challenging school transitions and greater course completion rates in challenging math courses. New research also shows that believing (or being taught) that social attributes can be developed can lower adolescents’ aggression and stress in response to peer victimization or exclusion, and result in enhanced school performance. We conclude by discussing why psychological interventions that change students’ mindsets are effective and what educators can do to foster these mindsets and create resilience in educational settings. When students struggle with their schoolwork, what determines whether they give up or embrace the obstacle and work to overcome it? And when students feel excluded or victimized by peers, what determines whether they seek revenge through aggression or seek more productive solutions? Resilience—or whether students respond positively to challenges—is crucial for success in school and in life. Yet what causes it? And what can be done to increase it? In this article we demonstrate the impact of students’ mindsets—or implicit theories about the malleability of human characteristics—on their academic and social resilience (Dweck, 2006; Dweck, Chiu, & Hong, 1995). We show how mindsets can contribute to two of the most important issues currently facing educators: (a) academic underachievement and (b) the impact of peer exclusion and victimization. Each of these problems is of great concern, yet each has been frustratingly difficult to address. For example, many of the large-scale interventions evaluated by the Institute of
1,521 citations
TL;DR: The evolutionary model contends that understanding the evolutionary functions of adolescence is critical to explaining why adolescents engage in risky behavior and that successful intervention depends on working with, instead of against, adolescent goals and motivations.
Abstract: This article proposes an evolutionary model of risky behavior in adolescence and contrasts it with the prevailing developmental psychopathology model. The evolutionary model contends that understanding the evolutionary functions of adolescence is critical to explaining why adolescents engage in risky behavior and that successful intervention depends on working with, instead of against, adolescent goals and motivations. The current article articulates 5 key evolutionary insights into risky adolescent behavior: (a) The adolescent transition is an inflection point in development of social status and reproductive trajectories; (b) interventions need to address the adaptive functions of risky and aggressive behaviors like bullying; (c) risky adolescent behavior adaptively calibrates over development to match both harsh and unpredictable environmental conditions; (d) understanding evolved sex differences is critical for understanding the psychology of risky behavior; and (e) mismatches between current and past environments can dysregulate adolescent behavior, as demonstrated by age-segregated social groupings. The evolutionary model has broad implications for designing interventions for high-risk youth and suggests new directions for research that have not been forthcoming from other perspectives.
554 citations
Cites background from "Status Struggles: Network Centralit..."
...…to evolutionary fitness, vital evidence for the adaptive benefits of bullying is provided by data showing that bullies tend to date at younger ages and engage in more dating activities than do nonbullies (Connolly, Pepler, Craig, & Taradash, 2000; Faris & Felmlee, 2011; Gallup et al., 2011)....
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...Bullying also appears to be effective in gaining popularity and/or social status, along with their attendant benefits (Faris & Felmlee, 2011; Juvonen et al., 2003; Sijtsema, Veenstra, Lindenberg, & Salmivalli, 2009)....
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...…(i.e., excluding bully victims) often display average or above average mental health, peer popularity, and social skills (e.g., Berger, 2007; Faris & Felmlee, 2011; Ireland, 2005; Juvonen, Graham, & Schuster, 2003; Sutton, Smith, & Swettenham, 1999; Volk et al., 2006; Wolke, Woods,…...
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TL;DR: Benhabib argues that the central principles that shape our thinking about political membership and state sovereignty are in tension, if not outright contradiction, with one another as mentioned in this paper, and argues for an internal reconstruction of both, underscoring the significance of membership in bounded communities, while at the same time promoting the cultivation of democratic loyalties that exceed the national state, supporting political participation on the part of citizens and noncitizen residents alike.
Abstract: The Rights of Others: Aliens, Residents, and Citizens. By Seyla Benhabib. New York: Cambridge University Press, 2004. 251p. $65.00 cloth, $23.99 paper. Between 1910 and 2000, the world's population more than tripled, from 1.6 to 5.3 billion. The number of persons who live as migrants in countries other than those in which they were born increased nearly sixfold, from 33 million to 175 million, and more than half of this increase has occurred since 1965. Almost 20 million of these are refugees, asylum seekers, and internally displaced persons. In her book, Seyla Benhabib grapples with both the political and moral implications of this rapid increase in transnational migration, arguing that the central principles that shape our thinking about political membership and state sovereignty are in tension, if not outright contradiction, with one another. “From a philosophical point of view,” she writes, “transnational migrations bring to the fore the constitutive dilemma at the heart of liberal democracies: between sovereign self-determination claims on the one hand and adherence to universal human rights principles on the other” (p. 2). She argues for an internal reconstruction of both, underscoring the significance of membership in bounded communities, while at the same time promoting the cultivation of democratic loyalties that exceed the national state, supporting political participation on the part of citizens and noncitizen residents alike.
431 citations
TL;DR: It is shown that it is possible to reduce conflict with a student-driven intervention, and the power of peer influence for changing climates of conflict is demonstrated, and which students to involve in those efforts is suggested.
Abstract: Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. An experiment tested these theories by randomizing an anticonflict intervention across 56 schools with 24,191 students. After comprehensively measuring every school’s social network, randomly selected seed groups of 20–32 students from randomly selected schools were assigned to an intervention that encouraged their public stance against conflict at school. Compared with control schools, disciplinary reports of student conflict at treatment schools were reduced by 30% over 1 year. The effect was stronger when the seed group contained more “social referent” students who, as network measures reveal, attract more student attention. Network analyses of peer-to-peer influence show that social referents spread perceptions of conflict as less socially normative.
406 citations
References
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Book•
01 Jan 1966
TL;DR: In this article, the Straight Line Case is used to fit a straight line by least squares, and the Durbin-Watson Test is used for checking the straight line fit.
Abstract: Basic Prerequisite Knowledge. Fitting a Straight Line by Least Squares. Checking the Straight Line Fit. Fitting Straight Lines: Special Topics. Regression in Matrix Terms: Straight Line Case. The General Regression Situation. Extra Sums of Squares and Tests for Several Parameters Being Zero. Serial Correlation in the Residuals and the Durbin--Watson Test. More of Checking Fitted Models. Multiple Regression: Special Topics. Bias in Regression Estimates, and Expected Values of Mean Squares and Sums of Squares. On Worthwhile Regressions, Big F's, and R 2 . Models Containing Functions of the Predictors, Including Polynomial Models. Transformation of the Response Variable. "Dummy" Variables. Selecting the "Best" Regression Equation. Ill--Conditioning in Regression Data. Ridge Regression. Generalized Linear Models (GLIM). Mixture Ingredients as Predictor Variables. The Geometry of Least Squares. More Geometry of Least Squares. Orthogonal Polynomials and Summary Data. Multiple Regression Applied to Analysis of Variance Problems. An Introduction to Nonlinear Estimation. Robust Regression. Resampling Procedures (Bootstrapping). Bibliography. True/False Questions. Answers to Exercises. Tables. Indexes.
18,952 citations
TL;DR: In this article, three distinct intuitive notions of centrality are uncovered and existing measures are refined to embody these conceptions, and the implications of these measures for the experimental study of small groups are examined.
14,757 citations
"Status Struggles: Network Centralit..." refers background in this paper
...…high levels of gender segregation at the school level (or a low rate of cross-gender friendships relative to what we would expect by chance alone [Freeman 1978]) will decrease the opportunity for interaction and conflict between the two genders and therefore produce lower levels of cross-gender…...
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Book•
09 Jan 1997TL;DR: In this article, the authors propose Continuous Outcomes Binary Outcomes Testing and Fit Ordinal Outcomes Numeric Outcomes and Numeric Numeric Count Outcomes (NOCO).
Abstract: Introduction Continuous Outcomes Binary Outcomes Testing and Fit Ordinal Outcomes Nominal Outcomes Limited Outcomes Count Outcomes Conclusions
7,306 citations
TL;DR: In this paper, a simple theory of the power aspects of social relations is presented, focusing on the characteristics of the relationship as such, with little or no regard for particular features of the persons or groups engaged in such relations.
Abstract: Judging from the frequent occurrence of such words as power, influence, dominance and submission, status and authority, the importance of power is widely recognized, yet considerable confusion exists concerning these concepts. The process of cost reduction in power-dependence relations shows itself in many varied forms. Cost reduction is a process involving change in values which reduces the pains incurred in meeting the demands of a powerful other. The costs associated with alternatives must be included in any assessment of dependency. The chapter aims to construct a simple theory of the power aspects of social relations. It focuses on the characteristics of the relationship as such, with little or no regard for particular features of the persons or groups engaged in such relations. Social relations commonly entail ties of mutual dependence between the parties. The notion of reciprocity in power-dependency relations raises the question of equality or inequality of power in the relation.
5,786 citations
TL;DR: Introduction Continuous Outcomes Binary Outcomes Testing and Fit Ordinal Outcomes Nominal outcomes Limited Outcomes Count Outcomes Conclusions
Abstract: Introduction Continuous Outcomes Binary Outcomes Testing and Fit Ordinal Outcomes Nominal Outcomes Limited Outcomes Count Outcomes Conclusions
5,248 citations