The Social and Academic Consequences of Birth Order: Real, Artifactual, or Both?

Cross-tabular and multiple regression techniques were used in this study of the impact of birth order on the social skills and academic performance of children and adolescents in the US. The data were obtained from Cycles II and III of the National Health Examination Surveys. The sample universes of Cycles II and III consist of children ages 6-11 and youth ages 12-17 respectively. The sampling technique used to select persons for inclusion in these surveys was a multistage probability sample of children/youths in the contiguous US. Field work for Cycle II was conducted from July 1963 to December 1965; field work for Cycle III took place from March 1966 to March 1970. No relationship was found between the indicators of academic achievement and birth order. A significant positive association was observed between aspects of social success and birth order. These results are consistent for data on children and teenagers thus suggesting an enduring influence of birth order through adolescence. The data suggest an advantage to the later born in terms of such social skills as getting along with other children outgoingness popularity and ease in making friends as assessed by both teachers and parents. The pattern may be explained as a function of family interaction as constrained by structure. Some social skills appear to be influenced by birth order for males but not for females. The dimension in which this occurred deals specifically with leadership. The overall findings contradicted the stereotype of the superiority of the eldest child in this realm.