Deviant Behaviour and Social Status: Dynamics of Resistance Behaviour in Classrooms

Abstract:

In this project, I investigate anti-school behaviour, such as disturbing lessons, not putting effort into schoolwork, or arguing with teachers. It has been shown that this happens more in school classes with a higher share of low-SES kids. I propose that one likely mechanism is through unfavourable peer norms. Peer and groups norms can establish a dynamic in which students perceive anti-school behaviour as desirable, as it contributes to their social standing in the peer group. Popular students in particular are a powerful influence in setting norms in the school context and can hence act as catalysts in the manifestation of a peer culture. I propose that the higher the share of lower SES kids in a classroom, the more likely there could be a peer norm fostering anti-school behaviour, irrespective of individual socioeconomic background. I analyse large-scale social network data (7’847 students in 384 school classes in Germany and Sweden, from the CILS4EU data). I apply multilevel longitudinal social network analysis (SAOMs) to analyse the co-evolution of social status network and anti-school behaviour. My results show that having a high status increases anti-school behaviour, and that anti-school behaviour increase social status. The socioeconomic composition of the school class moderates the effect of anti-school behaviour on social status: In classes with a higher SES composition, this effect is stronger.