Heterogeneity of popular boys: Antisocial and prosocial configurations

This study examined subtypes of popular 4th-6th grade boys (N = 452). Popul ar-prosocial (model) and popular-antisocial (tough) configurations were ide ntified by means of teacher ratings and compared with peer and self-assessm ents and social centrality measures. Peers perceived model boys as cool, at hletic, leaders, cooperative, studious, not shy, and nonaggressive. Peers p erceived tough boys as cool, athletic, and antisocial. Model boys saw thems elves as nonaggressive and academically competent. Tough boys saw themselve s as popular, aggressive, and physically competent. Tough boys were disprop ortionately African American, particularly when African Americans were a mi nority in their classrooms. Model and tough boys were overrepresented at nu clear social centrality levels. These findings suggest that highly aggressi ve boys can be among the most popular and socially connected children in el ementary classrooms.