Prosocial behavior, aggression, and peer relationships are stratified along gender, ethnoracial, and socioeconomic lines¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q2 i? Boys show higher physical aggression and lower relational aggression and prosocial behavior than girls, though gender-specific nomination norms are an alternative explanation. → Krijnen 2024 q2 i? Low-SES children were more often seen as aggressive, less often as prosocial, and less often nominated as accepted. → Krijnen 2024 (2)

Evidence¶

Krijnen 2024¶

Krijnen, M. A., Wansink, B. G. J., van den Berg, Y. H. M., van Tartwijk, J., & Mainhard, T. (2024). Citizenship in the Elementary Classroom Through the Lens of Peer Relations. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09870-5

q2 · i? · theoretical · r3

The review reports, citing several studies, that "higher levels of physical aggression and lower levels of relational aggression and prosocial behavior" were found for boys than girls, and offers gender-specific societal norms eliciting nominations as an alternative explanation.

"Evidence of gender differences unequivocally found higher levels of physical aggression and lower levels of relational aggression and prosocial behavior for boys than for girls"

Krijnen 2024 (2)¶

Krijnen, M. A., Wansink, B. G. J., van den Berg, Y. H. M., van Tartwijk, J., & Mainhard, T. (2024). Citizenship in the Elementary Classroom Through the Lens of Peer Relations. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09870-5

q2 · i? · review · r3

The review reports, citing Bukowski et al. (2017, 2020), that low-SES children "were more often seen as aggressive but less often as prosocial" and were less often nominated as accepted; researchers emphasized more research is needed as SES is infrequently addressed.

"Children with a low socioeconomic status (SES) were more often seen as aggressive but less often as prosocial"

Discussion¶

Related Claims¶

• Prosocial behavior is associated with peer acceptance and aggression with rejection, though aggression can be accepted in some classrooms — related
• Peer group descriptive norms and social cohesion socialize individual children's prosocial and aggressive behavior over time — related
• ACE-outcome associations did not differ between girls and boys — related
• Sex moderates bullying-related cognitive and brain differences, with effects in boys and girls appearing in different regions and tasks — related
• Bullied boys show greater behavioral problems than bullied girls in withdrawn/depressed, social, thought, and aggression domains — related
• Teacher-reported warmth follows two trajectory classes per gender: a normative high-declining class and a low-increasing class starting from lower warmth — related
• Bullying predicts depressive symptoms two years later for boys but not for girls — related
• Low warmth trajectories predict lower achievement gains for boys but not for girls — related
• Children differ substantially in peer-nominated prosocial behavior in elementary classrooms — related
• In the early intervention sample, boys increased more in aggression than girls, but intervention effects did not differ by gender — related
• Binet's norms were worked out for Paris working-class children and may need revision for other social classes and regions — related