In the past, research often examined child and adolescent popularity levels and their relation to

Envision the best collegiate football player you know. There’s a good chance his fame is attributed to how aggressive he is, praised for his no-mercy attitude. While this mentality suits the field, it can translate onto college campuses, where many student-athletes are recruited to play for the school. A case study conducted at the University of Pennsylvania revealed that certain environments encourage aggression over others. Societies with higher levels of male dominance, tolerance of violence, and greater gender segregation tended to fall into this category. Now recall that collegiate football player. Sound familiar?

Between grades one through six, which is approximately 6 years of age to eleven years of age, children place priority and importance of popularity, which increases over the elementary school years, this reaches its peak in late middle school and in the early high school years. Studies show that children in grades one through four consider popularity more important than friendship. It was also found that early and middle adolescents generally place more emphasis on conforming and being part of a popular group than younger or older children do. The low-status group, which hope for acceptance into the high-status groups may get some attention, however, rarely do they obtain full acceptance. Erikson, Piaget, Vygotsky, Bandura, and Kohlberg all have theories that address the

Have you ever been an outcast to other kids? The popular kids? Well this very unlucky kid Will, has been there. In this essay about the story Popularity By Adam Bagdasarian, I am going to tell you how he has gotten with the popular group and changed him for the worse. First off he was mean to his previous friends. Next he was trying to be part of the popular group. And finally he became very arrogant.

Predicators of popularity and social acceptance can influence academic engagement. In a sample of 342 adolescents in a public school whose average age was fourteen were followed for four consecutive semesters by researchers who looked at the relationship between popularity, aggression and grade point average. (Schwartz, Gorman, Nakamoto, & McKay, 2006). At the end of the study it was found that adolescents who were highly aggressive had an

Popularity is one of the most commonly studied peer interaction phenomenon. Initially these studies assigned participants to one of the following standard sociometric categories: popular, rejected, neglected, average, and controversial. These studies faded away for two main reasons. The first is that this model neglected to take the school structure into consideration when studying popularity. It ignored that due to the transition between classes starting in middle school students no longer have a small and stable social component that social interactions and sociometric status could be based on. The second is that popularity depends on the adolescents’ perception of popularity rather than how well liked an adolescent is. Popularity heavily depends on the

The movie mentioned Mean Girls is a very popular movie and majority of adolescent females have watched or related to this movie. Mean Girls show large amounts of direct and indirect aggression towards other females and is the perfect example of a typical high school social hierarchy for youth. The girls in the movie are constantly fighting over and for the boy’s attention in addition to constantly wanting the sluttiest outfits (Chesney-Lind, Morash & Irwin, 2007, P. 330). A main problem is how society has deemed violent female behaviour as the norm, and acceptable or even the superior position a female has in the social

Alexandra Robbins is an author who writes about teenagers, college students, and recent grads. She also speaks at schools about cliques, popularity, and bullying. Some people may disagree with Alexandra Robbins opinion about the "conventional notions" of popularity. I agree that popularity does not define social success. I know people who were not popular in high school and are successful now, and her quirk theory also states that being popular does not define social success.

Have you ever been an outcast of the popular circle? The sacred group in which you cannot tread yet you wish you could be in their ranks? In popularity by Adam Bagdasarian, a unpopular kid named Will can finally be in those ranks only to find that the popularity changes him and not for the better. One reason to show this is Will pushes other friends aside to be popular. Secondly, he wants to be friends with only the popular kids. Finally, he becomes very arrogant.

Kids are always looking for the popularity because they need friends and I don’t know anybody who could live through childhood without any friends. There are other kids who feel like they don’t fit in with society so they become rebels.

According to the Los Angeles Times, in the NEWSELA “Scientists say that the more popular teens are, the more likely they are to be bullied”. It means that more teenagers gain popularity by participating in extra curriculum activities, for example playing in school basketball team or being part of a chorale, exposed themselves to bullies. The true problem is that “the bullies, too, often “possess strong social skills.” They may have tough lives at home and bully others to move up the social ladder, rather than re-create "their own troubled

I noticed that two of the articles were opposing in the argument of the façade that popularity gives people. The character traits listed in “The Popular Girl” gave the archetype a mythical well rounded sense of being. She is cool and affluent in any social context with “fine sympathy and wide understanding” (“The Popular Girl”) for anyone that crosses path with her. The girl can blend with others, but still keep a unique sparkle about her. I believe that although that is most desirable, it is not very realistic. Humans are awkward and clumsy. We can try to please everyone with our personality, but inevitably we will come across someone who does not like us. The article “Making Aim of Popularity is Disillusioning” by Doris Blake points out the

To most kids in high school, social status and physical appearance are everything. A kid doesn’t necessarily have to be the most attractive person in the school to be considered popular, but sadly it seems to help amongst the more superficially minded teenagers. The jocks are seen as the “top dogs” of the school, due to their athletic physique and luck when it comes to dating. Cheerleaders are considered “the perfect, most beautiful” girls in the entire school, and some of them believe that makes them better than everyone else. I was viewed as a loser when I first moved to Plano, Texas. I had a chili bowl haircut, large glasses, and a thick west Texas accent. I also had a lot of friends who enjoyed playing video games and daydreaming about

There is always a group you can automatically see is the popular kids. They always have people to talk to and for some reason everyone likes them. It always seem like they all aren't friends. It looks like they are forced to hang out with each other. It’s seems

I am not staying popular people cannot be friends, but they are friends based on a superficial idea. They care about the clothes, the looks, and what people thought of them, while my sister did not care how she dressed or if what approved of what she was doing. All she cared about was having what she determined to be fun. While most people looked at her as being a nerd, I look at her as being a cool person who was content with her life.

Previous research concerning peer aggression has been conducted under the assumption that women rarely display aggression; therefore, aggressive behavior has historically been viewed as a male phenomenon (Björkqvist, 1994). Recently, many researchers have challenged the gender bias in the existence of aggressive behaviors and have broadened the definition of aggression. Björkqvist’s research suggests sex differences exist in the quality of the aggression, but not the quantity. According to Paquette and Underwood (1999), an adolescent’s expression of anger and contempt for peers can sometimes be expressed through physical aggression, manipulation, exclusion, and/or gossip. This broader definition allows for