Part B
Duncan, N. (2004). It's Important To Be Nice, But It's Nicer To Be Important: Girls, Popularity And Sexual Competition. Sex Education, 4(2), 137-152. 1. Duncan looks at relationships between girls, friendships and bullying in the tenth grade. He is looking for common traits, as well as points of tension between “popular” girls and cliques in high school.
2. Through his study, Duncan found that popular girls were almost always classified as confident, popular with boys and fashionable. He noticed that sexuality and attractiveness to boys was not only the most prominent trait amongst popular girls, but also the biggest point of tension. Because of this, a girl who identified herself as a lesbian would not be popular. As well, girls in the popular clique avoided close, same-sex friendships, viewing them as “immature”.
Merten, D. …show more content…
(2011). Gender, popularity and notions of in/authenticity amongst 12-year-old to 13-year-old school girls. British Journal Of Sociology Of Education, 32(2), 169-183.
1. Read, Frances & Skelton looked at popularity in relation to authenticity and ones true self. They wanted to see the type of girls who were typically popular, their similar traits and especially how they, and other, less popular students viewed their authenticity.
2. Read, Frances & Skelton found that popular girls viewed themselves as being extremely authentic. They placed people who were unauthentic or “wannabes” at the bottom of the social scale, while placing themselves at the top. In contrast, unpopular girls said that in order to be popular, inauthenticity was crucial and that girls have to “play the game”. As well, the popular girls attributed their popularity to personality-based traits such as being loud and outgoing, while the unpopular girls believed it was due to their looks.
Butcher, J. (1986). Longitudinal analysis of adolescent girls' aspirations at school and perceptions of popularity. Adolescence, 81(21),
Duncan, N. (2004). It's Important To Be Nice, But It's Nicer To Be Important: Girls, Popularity And Sexual Competition. Sex Education, 4(2), 137-152. 1. Duncan looks at relationships between girls, friendships and bullying in the tenth grade. He is looking for common traits, as well as points of tension between “popular” girls and cliques in high school.
2. Through his study, Duncan found that popular girls were almost always classified as confident, popular with boys and fashionable. He noticed that sexuality and attractiveness to boys was not only the most prominent trait amongst popular girls, but also the biggest point of tension. Because of this, a girl who identified herself as a lesbian would not be popular. As well, girls in the popular clique avoided close, same-sex friendships, viewing them as “immature”.
Merten, D. …show more content…
(2011). Gender, popularity and notions of in/authenticity amongst 12-year-old to 13-year-old school girls. British Journal Of Sociology Of Education, 32(2), 169-183.
1. Read, Frances & Skelton looked at popularity in relation to authenticity and ones true self. They wanted to see the type of girls who were typically popular, their similar traits and especially how they, and other, less popular students viewed their authenticity.
2. Read, Frances & Skelton found that popular girls viewed themselves as being extremely authentic. They placed people who were unauthentic or “wannabes” at the bottom of the social scale, while placing themselves at the top. In contrast, unpopular girls said that in order to be popular, inauthenticity was crucial and that girls have to “play the game”. As well, the popular girls attributed their popularity to personality-based traits such as being loud and outgoing, while the unpopular girls believed it was due to their looks.
Butcher, J. (1986). Longitudinal analysis of adolescent girls' aspirations at school and perceptions of popularity. Adolescence, 81(21),