Homophilic social networks and school adjustment among primary school pupils: Results and implications from a Zimbabwean study

Abstract

Social network patterns were explored among Zimbabwean rural school pupils to determine their peer preferences and statuses. Participants were 173 school pupils attending grades 4–6 in a rural school in Zimbabwe (76 boys; 97 girls; age range 9 years to 12 years). The pupils completed a peer social statuses nomination measure, and a subsample of them participated in a brief interview to elaborate on their nominations. In addition, documents held by the school were analysed for context. Descriptive analysis of the data yielded four peer social statuses of popular (40%), accepted (30%), rejected (10%), and neglected (20%). Reasons for popularity included being good-mannered and possessing good socialising habits, as well as being outstanding in class. Boys who held positions of authority like class monitor and shared readily were popular. Girls’ social statuses were explained by good socialising habits and sharing available resources with others. Boys’ key popularity attributes were mathematical skills, as they would help the less able in class. Popular girls were also good at mathematics and socialising. The findings validate the view that social networking is significant to the prediction of social well-being among middle primary school pupils, and important for the children’s school engagement, or overall school adjustment.