Social Networks and Configurations in Inner-City Schools: Aggression, Popularity, and Implications for Students with EBD

In this study we explored the relationship between individual characteristics and peer social affiliations among inner-city minority children. A total of 506 students in Grades 4 through 7 (293 girls, 213 boys) from four schools were involved as participants. Assessments on aggression, popularity, academic competence, "Olympian" (e.g., good at sports, good-looking), and affiliation (e.g., smiles a lot, friendly) were obtained from teachers and the students themselves. Students also provided information on social groups within the school as analyzed by the Social Cognitive Map (SCM) procedure. The results indicated that members of the same peer social group were similar on multiple behavioral dimensions. High social network centrality was associated with high levels of popularity among girls. Among boys, however, high social network centrality was associated with high levels of aggressive behavior. Findings are discussed in light of their educational and interventional implications for students with emotional and behavioral disorders.