東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Adolescent Status Struggles: Explori...

Callejas, Laura M.

FindBook

Google Book

Amazon

博客來

Adolescent Status Struggles: Exploring the Relationship Between Conflict and Social Status Mobility in Middle School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Adolescent Status Struggles: Exploring the Relationship Between Conflict and Social Status Mobility in Middle School./
作者:	Callejas, Laura M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	131 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Sociology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27744192
ISBN:	9798662417243

Adolescent Status Struggles: Exploring the Relationship Between Conflict and Social Status Mobility in Middle School.
Callejas, Laura M.

Adolescent Status Struggles: Exploring the Relationship Between Conflict and Social Status Mobility in Middle School. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 131 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--Rutgers The State University of New Jersey, School of Graduate Studies, 2020.

This item must not be sold to any third party vendors.

Interpersonal conflict and social status are two fundamental features of groups. Scholars have examined the nature of the relationship between conflict and social status among adolescents in schools. They find that conflict, broadly defined to include aggression, can lead to decreases in some status measures and increases in others. I rely on theories of the origins of status hierarchies (Gould 2002) and interpersonal conflict (Gould 2003), along with findings from previous research, to inform tests of the relationship between conflict and social status in schools. Specifically, I use a large and diverse sample of middle school students to explore how conflict affects social status mobility for boys and girls in the sample. I use two measures of status: social preferences, which captures how well-liked students are, and brokerage status, which captures how centrally positioned students are in their networks and their ability to broker ties. I also explore how conflict with friends (who are generally similar in terms of status), relative to conflict with non-friends, matters for the relationship between conflict and brokerage status for students who have at least one conflict tie with schoolmates. Findings reveal that increases in conflict are negatively associated with social preference, but positively associated with increases in brokerage status for all students. When the sample is limited to students who have at least one conflict tie with others, I find that going from having conflict with non-friends at the beginning of the year to having conflict with friends at the end of the year, is associated with increases in brokerage status for boys. Gender differences in friendship structure and dynamics may explain why conflict with friends is not instrumental to status for girls. Ultimately, I suggest that participation in conflict may signal to others that one is socially involved in school life, which in turn helps students become more well-known and occupy unique central positions in the school network. Additionally, going from challenging non-friends to challenging friends, reflects that one understands social norms regarding who is an appropriate target for dominance competitions (i.e., those similar in status, like friends). Contributions to the research and implications for school-based personnel are discussed.

ISBN: 9798662417243Subjects--Topical Terms:

516174
Sociology.
Subjects--Index Terms:

Adolescence

Adolescent Status Struggles: Exploring the Relationship Between Conflict and Social Status Mobility in Middle School.
LDR:03554nmm a2200349 4500 001 2277453
005 20210521101959.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798662417243
035 $a (MiAaPQ)AAI27744192
035 $a AAI27744192
040 $a MiAaPQ $c MiAaPQ
100 1 $a Callejas, Laura M. $3 3555769
245 1 0 $a Adolescent Status Struggles: Exploring the Relationship Between Conflict and Social Status Mobility in Middle School.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 131 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Krivo, Lauren J.;Shepherd, Hana.
502 $a Thesis (Ph.D.)--Rutgers The State University of New Jersey, School of Graduate Studies, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Interpersonal conflict and social status are two fundamental features of groups. Scholars have examined the nature of the relationship between conflict and social status among adolescents in schools. They find that conflict, broadly defined to include aggression, can lead to decreases in some status measures and increases in others. I rely on theories of the origins of status hierarchies (Gould 2002) and interpersonal conflict (Gould 2003), along with findings from previous research, to inform tests of the relationship between conflict and social status in schools. Specifically, I use a large and diverse sample of middle school students to explore how conflict affects social status mobility for boys and girls in the sample. I use two measures of status: social preferences, which captures how well-liked students are, and brokerage status, which captures how centrally positioned students are in their networks and their ability to broker ties. I also explore how conflict with friends (who are generally similar in terms of status), relative to conflict with non-friends, matters for the relationship between conflict and brokerage status for students who have at least one conflict tie with schoolmates. Findings reveal that increases in conflict are negatively associated with social preference, but positively associated with increases in brokerage status for all students. When the sample is limited to students who have at least one conflict tie with others, I find that going from having conflict with non-friends at the beginning of the year to having conflict with friends at the end of the year, is associated with increases in brokerage status for boys. Gender differences in friendship structure and dynamics may explain why conflict with friends is not instrumental to status for girls. Ultimately, I suggest that participation in conflict may signal to others that one is socially involved in school life, which in turn helps students become more well-known and occupy unique central positions in the school network. Additionally, going from challenging non-friends to challenging friends, reflects that one understands social norms regarding who is an appropriate target for dominance competitions (i.e., those similar in status, like friends). Contributions to the research and implications for school-based personnel are discussed.
590 $a School code: 0190.
650 4 $a Sociology. $3 516174
650 4 $a Educational sociology. $3 519608
653 $a Adolescence
653 $a Conflict
653 $a Middle school
653 $a Social status
690 $a 0626
690 $a 0340
710 2 $a Rutgers The State University of New Jersey, School of Graduate Studies. $b Sociology. $3 3555770
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0190
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27744192