Double standards in status ascriptions? The role of gender, behaviors, and social networks in status orders among adolescents.
We examine the gendered distribution of peer-ascribed status in schools. Using network data from more than 14,000 students in 676 classrooms, we explore gender differences in the ascription of status and the types of behavior rewarded with status. On average, girls receive slightly fewer status ascr...
| Publicado en: | Social Forces Vol. 103; no. 4; pp. 1416 - 1442 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Oxford University Press / USA
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=184409206&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 184409206 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00377732 SFR jtl: Social Forces issn: 00377732 maglogo: N pubinfo: dt: Jun2025 vid: 103 iid: 4 pid: 622 pub: Oxford University Press / USA artinfo: ui: 184409206 10.1093/sf/soae145 ppf: 1416 ppct: 26 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2MB tig: atl: Double standards in status ascriptions? The role of gender, behaviors, and social networks in status orders among adolescents. aug: au: Wittek, Mark Xu, Xinwei affil: Institute of Sociology and Social Psychology, University of Cologne, Universitätsstraße 24, 50931 Cologne, Germany Department of Network and Data Science (DNDS), Central European University (CEU), Quellenstrasse 51, 1100 Vienna, Austria Department of Humanities & Social Sciences, ETH Zurich, Weinbergstrasse 109, 8092 Zurich, Switzerland su: Social status Social impact Gender differences (Sociology) Double standard Contextual analysis Social networks sug: subj: Social status Social impact Gender differences (Sociology) Double standard Contextual analysis Social networks Other Individual and Family Services keyword: gender social networks status orders gender social networks status orders ab: We examine the gendered distribution of peer-ascribed status in schools. Using network data from more than 14,000 students in 676 classrooms, we explore gender differences in the ascription of status and the types of behavior rewarded with status. On average, girls receive slightly fewer status ascriptions than boys, and students tend to grant status more frequently within the same gender. Contextual analyses show that classroom demographics can moderate some of these patterns. We also uncover gender-specific differences and similarities in status-related behaviors. Notably, girls engaging in substance use are awarded with slightly more status ascriptions than boys. However, network models reveal that most behaviors affect peer status similarly for both genders, suggesting that previous findings of gender-behavioral differences based on regression analysis may be conflated with network processes. Our study updates long-held notions regarding gendered status orders in schools and highlights the value of a multidimensional approach to status processes. We discuss implications for future social network research on status ascriptions and other relational cognitions and consider how school-based interventions might benefit from our findings. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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