Adolescent Cliques

Annotated Bibliography: Adolescent Cliques

Nichols, J. (2001). Impact of Peer Networks on Achievement of High School Algebra Students. The Journal of Educational Research. 94 (5), 267-272. Retrieved January 26, 2009, from EBSCOHost.

Adolescent cliques are activities or friendships that combine groups of adolescents connected by similar attitudes, beliefs, or values. Cliques are either adult–centered and controlled (activities) or adolescent-centered and controlled (friendships). These peer groups are important sources for adolescent development and an adolescent’s ability to find a clique in which to belong predicts psychological health within school and the community. Those students who are nonaffiliated with a clique are termed peripheral students. There are five categories of peripheral students: loners (those who do not include themselves with others but are recognized by others), ignored (those who were not recognized by peers), invisible (those who are neither recognized by others nor include themselves with others), floaters (those who identify with many cliques), and overlooked (those who are not recognized by teachers). The above-mentioned article explores these classroom cliques and how student achievement within Algebra class is effected by peer-relations.
The study included male and female students from two high schools in the mid-south region of the United States. The students were enrolled in either a low-track or high-track Algebra class. Surveys were given to students and teachers regarding clique formation and behaviors in motivation and academics. Teachers also provided a grade point average for the students.
The results showed that the girls had significantly higher academic achievement than boys in both the low and high tracks. There were no significant differences in achievement between the low and high tracks. For all students involved, there was higher achievement in mathematics when the students were affiliated with a clique. Also, the academic achievement of floaters was greater than those of single clique affiliated students and of unaffiliated students.
Past research literature has often depicted peer-cliques as detrimental to adolescent development. However, this study found supportive evidence for the positive influential power of student cliques and their potential for academic achievement. The author suggests that motivational factors within the peer-groups that focused on goal orientation, persistence, efficacy, and efforts to please the teacher, could have led to superior mathematical achievement. Furthermore, cliques that are formed on the basis of mutual respect, trust, intimacy, and pro-social behavior are more apt to positively affect students. In contrast, groups that lack these positive qualities are more prone to failure. The research as given did not delve into the particular reasons for the cliques’ existence. It would have been interesting and more useful to know if the cliques were in fact school clubs, athletic teams, or merely friendship based. That information would have provided more depth to the research.
For teachers, the author suggests that actively engaging the cliques in class may provide for better achievement. Care should be taken to encourage the positive features of cliques, such as goal achievement and pro-social behaviors. Further care should be taken to include peripheral students, in order to bolster their own motivation. By using cooperative learning activities, a teacher can take advantage of these naturally occurring clique formations.