Member Name:

p_rodkin

Member Since:

October 23, 2008

Last Logged in:

Colleges/Universities Attended:

Harvard University, University of Chicago

A few words about me...

My work examines aggressive elementary school children who are well-accepted by their peers at school. Doctoral students whom I advise and collaborate with have the opportunity to work on two completed investigations and one ongoing research project:

 

(1) Popularity of Bullying Study. This project is in progress, having just begun in Fall 2004. We are examining peer, teacher, and self reports of bullying and aggression, social status, and social relationships among 600 3rd and 4th grade children sampled from diverse and multicultural Central Illinois schools. Four biannual assessments are anticipated until children are in the 4th and 5th grade in Spring 2006. This project is funded by small grants from the Spencer Foundation and the National Institute of Child Health and Human Development.

 

(2) School Friendship Study. This project tracked two cohorts of 350 children (700 total) biannually from the spring of 3rd grade to the fall of 6th grade with peer, teacher, and self reports of social status, aggression, and other social-personality characteristics. We are analyzing these data collaboratively with investigative teams led by Ruth Pearl and Richard Van Acker at the University of Illinois at Chicago, Tom Farmer at the University of North Carolina at Chapel Hill, and myself. I am particularly interested in whether the status-aggression connection grows stronger over development. This project was funded by the US Department of Education from 1997-2001.

 

(3) Status and Aggression Study. This project features 500 4th-5th grade children from suburban elementary schools in Central Illinois for whom behavioral and affiliative reports were obtained in fall and spring. We are examining differences in social status between boys who bully male versus female victims. We are also comparing different techniques and methodologies for revealing the social structure of children's peer relationships at school.

 

The goal of my work is to understand the socialization and development of aggressive behavior, and eventually to devise interventions that use children's existing social networks to reduce problem behavior in schools.

 

Selected Publications

 

  Rodkin, P. C., & Ahn, H-J. (in press). Social networks derived from affiliations and friendships, multi-informant and self-reports: Stability, concordance, placement of aggressive and unpopular children, and centrality. Social Development.

    

  Rodkin, P. C., & Berger, C. (in press). Who bullies whom? Social status asymmetries by victim gender. International Journal of Behavioral Development.

   

  Rodkin, P. C., & Wilson, T. (2007). Aggression and adaption: Psychological record, educational promise. In P. Hawley, T. D. Little & P. C. Rodkin (Eds.), Aggression and adaptation: The bright side to bad behavior (pp. 233-265). Mahwah, NJ: Erlbaum.

      

  Rodkin, P. C., Wilson, T., & Ahn, H-J. (2007). Social integration between African American and European American children in majority Black, majority White, and multicultural elementary classrooms. In P. C. Rodkin & L. D. Hanish (Eds.), Social network analysis and children’s peer relationships (pp. 25-42). San Francisco: Jossey-Bass.

   

  Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2006). They're cool: Ethnic and peer group supports for aggressive boys and girls. Social Development, 15, 175-204.