Aggression in Inner-City Early Elementary Classrooms: Individual and Peer-Group Configurations

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Students with Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School (2009, unknown): “This measure has also been used extensively in past work on issues pertaining to popularity and aggression (Cairns et al. 1988; Estell et al. 2002, 2007; Farmer and Rodkin 1996; Rodkin et al. 2000).”
Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. (2008, result): “Boys and girls who were aggressive and academically successful were also able to establish peer relations and attain positive school outcomes, findings that generally stand in contradiction to results from nonminority populations (Estell et al., 2002).”
Aggression and social status: the moderating roles of sex and peer‐valued characteristics (2006, background): “…boys (grades 4–6), one characterized by peers as prosocial as well as dominant (i.e., studious leaders), and the other characterized as aggressive, disruptive troublemakers but both described as ‘‘cool’’ and athletic, characteristics that were valued by the group [see also Estell et al., 2002].”