We examine the gendered distribution of peer-ascribed status in schools. Using network data from more than 14,000 students in 676 classrooms, we explore gender differences in the ascription of status and the types of behavior rewarded with status. On average, girls receive slightly fewer status ascriptions than boys, and students tend to grant status more frequently within the same gender. Contextual analyses show that classroom demographics can moderate some of these patterns. We also uncover gender-specific differences and similarities in status-related behaviors. Notably, girls engaging in substance use are awarded with slightly more status ascriptions than boys. However, network models reveal that most behaviors affect peer status similarly for both genders, suggesting that previous findings of gender-behavioral differences based on regression analysis may be conflated with network processes. Our study updates long-held notions regarding gendered status orders in schools and highlights the value of a multidimensional approach to status processes. We discuss implications for future social network research on status ascriptions and other relational cognitions and consider how school-based interventions might benefit from our findings.

中文翻译：

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身份归属的双重标准？性别、行为和社会网络在青少年地位顺序中的作用


我们研究了学校中同伴归属地位的性别分布。使用来自 676 个教室的 14,000 多名学生的网络数据，我们探讨了地位归属和获得地位奖励的行为类型方面的性别差异。平均而言，女生获得的地位授予略低于男生，而且学生往往更频繁地在同一性别中授予身份。情境分析表明，课堂人口统计数据可以缓和其中一些模式。我们还揭示了与地位相关的行为中特定于性别的差异和相似之处。值得注意的是，参与物质使用的女孩获得的地位归属比男孩略多。然而，网络模型显示，大多数行为对两种性别的同伴地位的影响相似，这表明先前基于回归分析的性别行为差异的发现可能与网络过程混为一谈。我们的研究更新了关于学校性别地位顺序的长期观念，并强调了多维方法对地位过程的价值。我们讨论了对未来社交网络研究对地位归属和其他关系认知的影响，并考虑了基于学校的干预措施如何从我们的研究结果中受益。