Conflict as a Social Status Mobility Mechanism in Schools: A Network Approach
Bibliographic record
Abstract
Participating in conflict may facilitate the acquisition of social status in a group. We build on theories about the sources of conflict and status to formulate propositions about how conflict affects status mobility in schools. Using two-wave panel data from over 20,000 students in 56 middle schools, we first examine the relationship between change in conflict with schoolmates and change in a network-derived metric of status, betweenness centrality, which is an indicator of being well known. More overall conflict with students is associated with increases in status up to a threshold. Additionally, students who perceive more conflict with others who do not perceive conflict in return also gain status. Finally, more conflict with friends does not increase status. Based on this evidence, we propose a mechanism by which conflict increases status through signaling integration in the school’s social scene rather than through establishing dominance over others, as previous literature suggests.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".