The Geeks Shall Inherit the Earth - Alexandra Robbins [206]
groups most want to separate: See, for example, Gavin.
“Kids in middle school are”: See Anderegg.
sensitive to negative evaluations: See, for example, Gavin.
are increasingly advised: See, for example, Bukowski, William; Sippola, Lorrie; and Newcomb, Andrew. “Variations in patterns of attraction of same- and other-sex peers during early adolescence,” Developmental Psychology, Vol. 36, 2000.
value dominance and aggression: See, for example, LaFontana.
plateaus in the seventh and eighth grades: Ibid.
the social goals: Ibid.
so important to students: See, for example, Shrum, Wesley and Cheek, Neil H., Jr., “Social Structure During the School Years: Onset of the Degrouping Process,” American Sociological Review, Vol. 52, No. 2, April 1987.
More subcultures: See, for example, Kinney.
group boundaries aren’t so strict: See, for example, Gavin.
social understanding has broadened: See, for example, Horn, Stacy S. “Adolescents’ Reasoning about Exclusion from Social Groups,” Developmental Psychology, Vol. 39, No. 1, January, 2003.
discount stereotypes: Ibid.
By the end of high school: See, for example, Gavin.
drop in self-esteem: See, for example, Eder, Donna. “The Cycle of Popularity: Interpersonal Relations Among Female Adolescents,” Sociology of Education, Vol. 58, No. 3, July 1985.
CHAPTER 9
to his classmates, a musclehead: Interview.
child who was socially awkward: See, for example, Bishop, John H.; Bishop, Matthew; and Gelbwasser, Lara. “Nerds and Freaks: A Theory of Student Culture and Norms,” Brookings Papers on Education Policy, 2003.
One’s status drops: See, for example, Buhs, Eric S.; Ladd, Gary W.; and Herald, Sarah L. “Peer Exclusion and Victimization: Processes That Mediate the Relation Between Peer Group Rejection and Children’s Classroom Engagement and Achievement?,” Journal of Educational Psychology, Vol. 98, No.1, 2006.
German gym teacher: See, for example, Watson, Goodwin B. “Character Tests and Their Applications through 1930,” Review of Educational Research, Vol. 2, No. 3, June 1932. See also Bishop, Bill.
first impressions cling: See, for example, Asch, Solomon E. “Forming impressions of personality,” Journal of Abnormal and Social Psychology, Vol. 41, Issue 3, 1946.
people “ ‘rent’ categories”: See Wortham, Stanton. “From Good Student to Outcast: The Emergence of a Classroom Identity,” Ethos, Vol. 32, Issue 1, 2004.
we expect him to behave: See, for example, Bigler, Rebecca S. and Liben, Lynn S. “A cognitive-developmental approach to racial stereotyping and reconstructive memory in Euro-American children,” Child Development, Vol. 64, Issue 5, 1993. See also Hymel.
“I feel like I have to act”: Interview.
“Students who break away”: Interview.
more likely to remember: See, for example, Hymel.
surfaces during elementary school: See, for example, Rogosch, F. and Newcomb, A. F. “Children’s perceptions of peer reputations and their social reputations among peers,” Child Development, Vol. 60, 1989.
Canadian researchers asked experienced judges: See Findlay, Leanne C. and Ste-Marie, Diane M. “A Reputation Bias in Figure Skating Judging,” Journal of Sport & Exercise Psychology, 2004, 26.
keeps the status quo intact: See, for example, Findlay.
“Popular children acquire”: See Hymel.
The halo effect: See Nisbett, Richard E. and Wilson, Timothy DeCamp. “The Halo Effect: Evidence for Unconscious Alteration of Judgments,” Journal of Personality and Social Psychology, Vol. 35, No. 4, 1977. See also Asch, Solomon E. “Forming Impressions of Personality.”
we don’t realize when it’s kicking in: See Nisbett.
“The dynamics of group life”: See Coie, John D. “Toward a theory of peer rejection,” in Peer Rejection in Childhood, Asher, Steven and Coie, R., eds., New York: Cambridge University Press, 1990.
society needs “deviants”: Ibid.
deviant group members are: See, for example, Abrams and Rutland.
A group might assume: Ibid.
“black sheep effect”: See Marques, José M.; Yzerbyt, Vincent Y.; and Leyens, Jacques-Leyens. “The ‘Black Sheep Effect’: Extremity of judgments