Double standards in status ascriptions? The role of gender, behaviors, and social networks in status orders among adolescents

Abstract We examine the gendered distribution of peer-ascribed status in schools. Using network data from more than 14,000 students in 676 classrooms, we explore gender differences in the ascription of status and the types of behavior rewarded with status. On average, girls receive slightly fewer status ascriptions than boys, and students tend to grant status more frequently within the same gender. Contextual analyses show that classroom demographics can moderate some of these patterns. We also uncover gender-specific differences and similarities in status-related behaviors. Notably, girls engaging in substance use are awarded with slightly more status ascriptions than boys. However, network models reveal that most behaviors affect peer status similarly for both genders, suggesting that previous findings of gender-behavioral differences based on regression analysis may be conflated with network processes. Our study updates long-held notions regarding gendered status orders in schools and highlights the value of a multidimensional approach to status processes. We discuss implications for future social network research on status ascriptions and other relational cognitions and consider how school-based interventions might benefit from our findings.