Associations between Ethnic Minority Status and Popularity in Adolescence: The role of Ethnic Classroom Composition and Aggression

Gonneke W. J. M. Stevens*, Carolien Veldkamp, Zeena Harakeh, Lydia Laninga-Wijnen

*Bijbehorende auteur voor dit werk

OnderzoeksoutputAcademicpeer review

3 Citaten (Scopus)
64 Downloads (Pure)


Although there are theoretical reasons to expect an association between ethnic minority status and popularity, research on this topic is scarce. Therefore, this association was investigated including the moderating role of the ethnic classroom composition and the mediating role of aggression. Data from the longitudinal Dutch SNARE (Social Network Analysis of Risk behavior in Early adolescence) project were used among first-year students (comparable to 5th grade) (N = 1134, N-classrooms = 51, M = 12.5 years, 137 non-Western ethnic minority students). Popularity and aggression were assessed with peer nominations. Multi-level Structural Equation Models showed that ethnic minority status was indirectly associated with higher popularity, through higher aggression. Moreover, with increasing numbers of ethnic minority students in the classroom, popularity levels of both ethnic majority and ethnic minority students decreased. Only when differences in aggression between ethnic minority and majority students were included in the analyses, while the ethnic classroom composition was not included, lower popularity levels were found for ethnic minority than ethnic majority students. Scientific and practical implications of this study were addressed in the discussion.

Originele taal-2English
Pagina's (van-tot)605-617
Aantal pagina's13
TijdschriftJournal of Youth and Adolescence
Nummer van het tijdschrift3
StatusPublished - mrt.-2020

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