Poster #101 - The Effect of Perceived Social Status Differences Between Children and Their Peers

• In Event: Poster Session 13

Abstract

Previous research has determined that adolescents with lower subjective socioeconomic status (SSS) report higher rates of externalizing and internalizing problems (Rivenbark et al., 2019). Singh-Manoux et al. (2003) found that perceived social status is associated with depression, hostility, optimism, and hopelessness in an adult sample. Although literature addresses the relationship between SSS and internalizing and externalizing problems in adult samples, little research has examined this phenomenon with children. We aimed to address this gap and answer novel questions related to social comparisons as childhood is a time in development when social comparison becomes salient (Mistry, et al. 2015). How children compare their SSS to their friends’ SSS may impact how they behave. We wanted to examine these questions within an ethnically and racially diverse sample of children.
This study interviewed (N= 88) children between the ages of 6 and 12 (Mage=8.89, SD=1.941, 51.76% were children of color, 42.04% Female) over Zoom. The children were presented with the MacArthur Subjective Social Status Scale, where they were tasked with rating their socioeconomic status on a picture of a ladder with rungs labeled 1-10 (McArthur SES Measure, Goodman et al. 2001). In addition, they were told that the higher rungs represented families with the most money, most food, best houses, and best jobs. The number they chose would represent their SSS score. Then, they were asked to name and rank up to five of their close friends on the ladder. The rankings of their friends were averaged and subtracted from the child’s SSS score, establishing the child’s SSS Difference Score. Positive scores represented participants who ranked themselves higher than their friends.
Next, children completed the Strengths and Difficulties Questionnaire (Goodman, et al., 1998, SDQ). SDQ’s five scales included subscales of externalizing problems (conduct, hyperactivity/inattention) and internalizing problems (emotional problems, peer relationship problems). We generated composite scores for each SDQ subscale.
Using linear regressions, we examined whether participants’ SSS Difference Score, Gender, BIPOC status, and age predicted externalizing or internalizing problems. We found that SSS Difference Scores predicted externalizing problems (β = -0.252, SE = 0.278, p = 0.024). Thus, children who perceived themselves as a lower status than their friends exhibited more externalizing problems. Furthermore, age also predicted externalizing problems, with younger children reporting more externalizing problems (β = -0.244, SE = 0.189, p = 0.025). Age was also negatively associated with internalizing problems (β = -0.254, SE = 0.193, p = 0.024)
Our findings imply that, for ethnically and racially diverse 6-12 year olds , perceiving oneself as lower in social status compared to their friends may play a role in how children behave. This is an initial step in understanding the role of SSS within one’s friendship group on children’s socio-emotional well-being. The findings will be discussed in light of children’s growing awareness of status differences and interventions that could support low income children in their development.

Authors

• Raychel Hatch, University of San Francisco
  Presenting Author

• Alyssa Marie Edmison, University of San Francisco

• Laura Elenbaas, Purdue University, West Lafayette

• Aline Hitti, University of San Francisco