Popularity and peer relationships in the classroom: A prospective study

This paper analyzes in depth the network of popularity among classmates and the connections that this phenomenon maintains with different kinds of relationships (i.e., positive, neutral, and negative) that take place within the classroom. We use Social Network Analysis (SNA) to identify interaction contexts in the classroom. Different kinds of relationships in 20 classrooms from two secondary schools located in the suburban area of Mexico City were assessed. The research data was provided by 660 students (67% girls; 33% boys). Cohesion measures were calculated for positive, neutral, negative, and popularity networks. Cluster analysis shows two profiles based on structural properties of the networks that we have called “Neutral Symmetric” and “Positive Asymmetric”. The first one presents low homophily relative to sex, predominance of positive and neutral relationships, and a significant level of negative links. The second profile presents a heterogeneous distribution according to sex, high homophily and high rates of cohesion in positive relationships. Regression analysis shows that the number of students per class is negatively related to the positive network density, and positively related to the negative network density. The simultaneous comparison of multiple networks shows that popularity is associated with being immersed in positive relationships. By contrast, the data suggest certain incompatibility between being popular and being immersed in negative relationships. The findings are discussed in order to improve school life and public policies in education.