Social networks and configurations in inner-city schools: Aggression, popularity, and implications for students with EBD

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, acad emic competence, "Olympian" (e.g., good at sports, good-looking), and affil iation (e.g., smiles a lot friendly) were obtained from teachers and the st udents themselves. Students also provided information on social groups with in the school as analyzed by the Social Cognitive Map (SCM) procedure. The results indicated that members of the same peer social group were similar o n multiple behavioral dimensions. High social network centrality was associ ated with high levels of popularity among girls. Among boys, however, high social network centrality was associated with high levels of aggressive beh avior. Findings are discussed in light of their educational and interventio nal implications for students with emotional and behavioral disorders.