Classroom Hierarchy: Variability in Social Experiences Within Early Childhood Classrooms

• In Event: AERA Poster Session 4
  In Poster Session: Division E Poster Session: Contemporary Perspectives in Human Development (San Diego)

Abstract

The present study examines the associations between classroom social hierarchy and children’s friendship and victimization experiences in pre-K through third grade classrooms, and whether these associations vary by grade level and children’s social-emotional competencies. The study contained 1,845 children from 96 pre-K to third grade classrooms in a midwestern city of the United States. Results from hierarchical generalized linear models indicated that classroom social hierarchy was associated with higher levels of peer victimization and more friendship ties and that there were no significant grade level differences. Moreover, children with higher behavioral control held more friendship ties in more hierarchical classrooms than in less hierarchical classrooms, whereas there were no significant differences in friendship ties for children with lower behavioral control.

Authors

• Monica Lu, The Ohio State University - Columbus

• Tzu-Jung Lin, The Ohio State University

• Arya Ansari, The Ohio State University

• Laura M. Justice, The Ohio State University

• Kelly Purtell, The Ohio State University