Deviant or Diverse Peer Groups? The Peer Affiliations of Aggressive Elementary Students.

By T. Farmer, M. Leung, R. Pearl, Philip C. Rodkin, Tom W. Cadwallader, R. Acker. 2002

100 citations recorded by the source corpus.

Subfields: Literature and Literary Theory, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b13d6edc0402e170fd4889a9cc7ef3706986113d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Literature and Literary Theory

1. Hai-Jeong Ahn
2. Philip C. Rodkin
3. T. Farmer
4. Antonius H. N. Cillessen
5. E. Andreou
6. Gordon Whitehead

In Social Psychology

1. Philip C. Rodkin
2. T. Farmer
3. Hai-Jeong Ahn
4. Jill V. Hamm
5. Scott D. Gest
6. T. Olthof
7. R. Petrin
8. F. Goossens

In Sociology and Political Science

1. T. Farmer
2. Philip C. Rodkin
3. R. Petrin
4. E. Glennie
5. Robert Bozick
6. Scott D. Gest
7. E. V. Hodges
8. M. Fraser

Citations in the corpus

• Bullying and the Need to Belong: Early Adolescents' Bullying‐Related Behavior and the Acceptance they Desire and Receive from Particular Classmates (2007, result): “When taken together, these findings provide strong support for Gifford-Smith and Brownell’s (2003) plea that gender should be taken into account in peer relations research.”
• Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms (2010, methodology): “…aggressive children and adolescents are socially isolated, some associate with unpopular peers, and some are members of peer groups that are composed primarily of youth who are perceived by teachers and peers as being popular or so- cially prominent (Farmer et al., 2002, 2003; Kwon & Lease, 2007).”
• Noncognitive Skills in the Classroom: New Perspectives on Educational Research (2010, background): “In addition, aggressive and unpopular boys were more likely to join aggressive groups than nonaggressive or aggressive and popular boys (Farmer et al., 2002).”
• Bullies and Victims in the Peer Ecology: Four Questions for Psychologists and School Professionals (2003, background): “Farmer et al. (2002) questioned the comprehensiveness of the deviant peer group hypothesis, which suggests that aggressive youth are members of small, peripheral groups on the outskirts of the peer ecology.”
• Students with Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School (2009, unknown): “…Pellegrini and Bartini 2000; Smith et al. 2004; TroopGordon and Ladd 2005), broader classroom social dynamics and aggression in the peer group (Farmer et al. 2002; O’Connell et al. 1999; Salmivalli et al. 1997) and linkages between bullying, victimization, and other school adjustment factors…”
• Popularity as an organizing factor of preadolescent friendship networks: Beyond prosocial and aggressive behavior. (2013, background): “If similarity in popularity is more important for friendship formation than similarity in prosocial or aggressive behaviors, then it seems possible that aggressive and prosocial youths of similar popularity levels might also select one another as friends (Farmer et al., 2002).”
• Bullying Involvement and the School Adjustment of Rural Students With and Without Disabilities (2012, methodology): “Following a well-established data collection protocol that has been used with elementary-school-age students for two decades, data were collected in a group administration format (e.g., Ahn, Garandeau, & Rodkin, 2010; Farmer et al., 2002; Jones & Estell, 2010).”