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In the movie 鈥淢ean Girls,鈥� head plastic Regina George tortures her North Shore High classmates of all stripes, including her supposed best friends. At Springfield Elementary, where Bart Simpson goes to school, Nelson Muntz, the oversized dimwit with the distinctive laugh, is the cartoon series鈥� bully.
A suggests that, in reality, neither of those students would be the aggressors on campus.
Robert W. Faris, an assistant sociology professor at the University of California, Davis, spent several years surveying students at middle and high schools in rural and suburban North Carolina. The results of his research are published in of the American Sociological Review.
He found that students in the middle of the social hierarchies at their schools, rather than the most popular or the most socially outcast, are more likely to be bullies.
鈥淚 think there鈥檚 kind of a simple explanation: These kids view aggression as one tactic for gaining or maintaining their social status,鈥� Mr. Faris said. 鈥淭his is not the only way that kids climb socially. There are a lot of other ways鈥攎uch more effective ways: being good in sports, being pretty, being rich, if you鈥檙e funny, if you鈥檙e nice.鈥�
Mr. Faris and UC-Davis colleague Diane Felmlee mapped social networks, based on students鈥� responses to surveys about who their friends were and whether those students listed them in turn, allowing the researchers to discern which students were at the center of a particular school鈥檚 social web. Then they asked which classmates treated them aggressively, discounting playful teasing. The surveys showed that the students from whom the spokes of school popularity emanated were less likely to harass classmates verbally, spread rumors, engage in cyber-bullying, or use physical violence against their peers.
鈥淥ur interpretation is, kids view this as a means to an end. Once they get to the top, they no longer need to be aggressive. Aggression could be counterproductive: It could signal insecurity,鈥� Mr. Faris said.
But, he added, 鈥渢here are definitely some kids who were socially marginal and highly aggressive. There鈥檚 always going to be exceptions.鈥�
The researchers, whose longitudinal study followed 3,722 students from 2002 through 2005, found that regardless of their backgrounds, race or ethnicity, or grade levels, the patterns of aggressors鈥� places in the social spectrum were the same.
鈥淭raditionally, sociologists find these socioeconomic and demographic factors are the strongest predictors鈥� of social behavior Mr. Faris said. 鈥淭his is an exception.鈥�
Born of Experience
He said the research was sparked, in part, by his own experiences as the victim of aggression.
鈥淚鈥檝e always had an interest in general terms in the relationship between power and violence. On a more personal level, in 4th grade, I used to come home with a bloody nose almost every day,鈥� he said.
Two older students sought out the future sociologist, regardless of whether he changed bus stops or went out of his way to avoid them, looking to beat him up. He never knew why he was their frequent target. 鈥淚 remember it being kind of a mystery.鈥�
Mr. Faris and Ms. Felmlee鈥檚 findings jibe with what bullying-prevention and -support groups have found: Old stereotypes of school bullies are dangerous in the modern world.
J. Marlene Snyder, the director of development for the Olweus Bullying Prevention Program, said that school employees shouldn鈥檛 have preconceived ideas about who might be aggressive at school.
鈥淲e are very careful to teach our teachers that anyone can play any role. It鈥檚 what group you鈥檙e with and what the situation is,鈥� she said.
The Olweus approach is used in more than 7,000 schools nationwide and is named after a Norwegian researcher who began studying bullying behavior in his country more than 40 years ago. In the United States, Ms. Snyder and the Olweus program are based at Clemson University in South Carolina.
鈥淲e have been very careful in our training not to spend too much time on who might be the aggressor or who might be the child who is being victimized,鈥� Ms. Snyder said. 鈥淪ome of the early stuff [in bullying prevention] talked about personal characteristics. You can be pretty. You can be smart鈥攁nything that is different from the group鈥攖hat someone in the group decides is not OK.鈥欌��
And from one moment to the next, one scenario to another, Ms. Snyder said students鈥� roles as aggressor and target may reverse.
鈥淲e do not use the terms 鈥榖ully鈥� and 鈥榲ictim鈥�. We鈥檙e trying to get people to understand that this is a very complex issue and not to just constantly saddle one child with one label,鈥� she said. 鈥淭hat鈥檚 not helpful.鈥�
Changing the Culture
At schools in Allegheny County, surrounding of Pittsburgh, Jim A. Bozigar employs the Olweus approach to combat aggression, whether the behavior is triggered by a desire for popularity or by teenage sexuality鈥攖he latter of which he noted that Mr. Faris鈥� research did not directly address.
His work is supported by the Highmark Healthy High 5, a five-year, $100 million initiative of the Highmark Foundation in Pittsburgh to promote lifelong healthy behaviors in children and adolescents.
鈥淚f a child has any feature that can make them look or appear exceptional, that can make them a target,鈥� Mr. Bozigar said. 鈥淭he thing that we try to do is change the culture [of the school]. You have to empower the adults to empower students. They are the front line. They are the ones that are going to make the program succeed.鈥�
What happened in the North Carolina schools Mr. Faris studied is also what Leigh Anne Kraemer, of The Ophelia Project, in Erie, Pa., has observed. is a nonprofit organization that works with youths and adults affected by relational and other nonphysical forms of aggression.
鈥淚t鈥檚 a myth that it鈥檚 just the popular kids that bully. It鈥檚 not the rich kids picking on the poor kids or the bigger ones picking on the little ones,鈥� said Ms. Kraemer, the group鈥檚 education specialist. 鈥淚f you鈥檙e looking to gain power and status by pushing others down, that鈥檚 where we really see a problem.鈥�
