Scientific Blackpill: Difference between revisions
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* Seffrin PM. (2017). ''The Competition–Violence Hypothesis: Sex, Marriage, and Male Aggression.'' Justice Quarterly, 34(4), 652-673. [[http://doi.org/10.1080/07418825.2016.1216153 Abstract]] | * Seffrin PM. (2017). ''The Competition–Violence Hypothesis: Sex, Marriage, and Male Aggression.'' Justice Quarterly, 34(4), 652-673. [[http://doi.org/10.1080/07418825.2016.1216153 Abstract]] | ||
* Bacon MK, Child IL, Barry IIIH. (1963). ''A cross-cultural study of correlates of crime.'' The Journal of Abnormal and Social Psychology, 66(4), 291. [[http://doi.org/10.1037/h0042395 Abstract]] | * Bacon MK, Child IL, Barry IIIH. (1963). ''A cross-cultural study of correlates of crime.'' The Journal of Abnormal and Social Psychology, 66(4), 291. [[http://doi.org/10.1037/h0042395 Abstract]] | ||
===<span style="font-family:'Linux Libertine, Georgia, Times, serif'; font-size: 24px; line-height: 1.2; font-weight: normal;" id="Popularity_continues_to_exist_in_college_and_bullying_exists_both_in_college_and_after_college">Popularity continues to exist in college and bullying exists both in college and after college</span>=== | |||
<div class="navbar" style="padding-left: 4px; margin-top: 3px; background: #EAEAEA; color: #555; border-top: 2px solid #444; border-bottom: 1px solid #444; font-size: 13px">[[#Popularity_continues_to_exist_in_college_and_bullying_exists_both_in_college_and_after_college|permalink]] | [[#tocItsOver|category: ItsOver]] | [[#tocPopularity_continues_to_exist_in_college_and_bullying_exists_both_in_college_and_after_college|table of contents]]</div> | |||
In a study, researchers examined the prevalence of popularity in college. The sample consists of 408 (297 women, 104 men) undergraduate students at a small liberal arts college. Participants took a short online Qualtrics survey and rated 61 potential descriptors of a popular person on a Likert-type scale ranging from 1 (not at all) to 5 (a lot). These potential descriptors tapped into three dimensions 1) behavioral attributes ("is well liked", "is a leader", "is disliked") 2) risk taking behaviors ("drinks alcohol", "has multiple sexual partners", "does drugs") and 3) social media presence ("uses snapchat", "has lots of followers"). Participants were also asked to indicate the degree which they believed popularity exists in college on a Likert-type scale ranging from 1 (not at all) to 5 (a lot). Most of the participants (86.3%) rated that popularity is a relevant part of the peer landscape in college. Three separate univariate factor analysis were conducted. Then, composite scores were made and used in the following analyses. Univariate analysis of variance (ANOVA) showed significant gender and race effects (p < .05). Perceptions of the attributes associated with popularity varied as a function of gender and race. Women more than men believed that affluence, admiration, and social media presence were connected with popularity. Caucasians more than non-Caucasians believed that admiration, and sexual-, and drug-risk behaviors were connected with popularity. The results give a better understanding of the peer social landscape among young adults in college and how popularity appears different from previous stages in development. | |||
In a research paper about popularity in college, it revealed: | |||
"Drug risk. Social and counterculture crowd affiliations positively predicted drug-related risk-taking behaviors, whereas scholastic and athletic crowd affiliations negatively predicted drug-related risk-taking behaviors. | |||
Academic risk. Counterculture crowd affiliation positively predicted academic-related risk-taking behaviors, whereas scholastic crowd affiliation negatively predicted academic-related risk-taking behaviors. | |||
Alcohol risk. Social and counterculture crowd affiliations positively predicted alcohol-related risk-taking behaviors, whereas scholastic crowd affiliation negatively predicted alcohol-related risk-taking behaviors. | |||
Sex risk. Social and counterculture crowd affiliations positively predicted sex-related risk-taking behaviors | |||
Social–emotional adjustment. Counterculture crowd affiliation positively predicted loneliness, whereas social, athletic, and scholastic crowd affiliations negatively predicted loneliness. Social and scholastic crowd affiliations positively predicted college belongingness, whereas counterculture affiliation negatively predicted college belongingness." | |||
In a research paper by authors Tessa A M Lansu and Antonius H N Cillessen, they wrote: | |||
"There is no good reason to assume that social interaction and social hierarchy lose their valence in emerging adulthood. It is believed that throughout adult life, social relationships remain influential, affecting self-esteem, health, and leading to 'social pain,' that shares common physiological mechanisms with physical pain, when one is socially excluded. Evidence that social status is particularly salient in emerging adult- hood comes from findings of LaFontana and Cillessen (2010), who find both late adolescents (Grades 9-12) and emerging adults (Grades 13-16) to prioritize enhancing popularity over other social goals including romantic relation- ships. The fact that emerging adults are more likely to prioritize status enhancement over romantic relationships and rule adherence than adoles- cents indicates that peer status plays a large role in the social decision making of emerging adults." | |||
"Together, these findings suggest that peer status in a school setting in emerging adulthood is quite similar to peer status in adolescence. Research with younger age groups has shown consistently that preference is associated with prosocial traits and behaviors only, whereas popularity is associated with a mixture of prosocial and antisocial traits and behaviors. Exactly the same happened in the current emerging adult sample: Preference was related to being prosocial and included but not aggressive. Popularity was related to being prosocial and included and aggressive. The consistency of these results in an 18- to 25-year-old sample with results found across the 10- to 18-year age range is remarkable and points to a universality of the structure of the peer group across a wide age range. These findings also lead to the conclusion that power is still a salient part of group dynamics in emerging adulthood." | |||
Studies have shown that 27% of college students go to college just to party. Research also has shown that bullying is common during college. It also shows that it's common after college, particularly in the workplace. | |||
*18.5% of college undergrads have reported being bullied once or twice, while 22% report being victims of cyber bullying. (ANOTHER study says 1%-11% of college students are cyber bullying victims and another study shows that 19% of college students report being a victim of cyber bullying in college.) | |||
*100,000 college students drop out of college each year due to bullying | |||
*60% of college students witness a student bullying another student. In another study, 42% of college students reported witnessing someone be bullied by another student, and 8% of college students reported being the bully in a situation. | |||
*Almost 15% of college students said they’ve seen a professor bully a student and 4% said they have been bullied by a professor. | |||
*25% of college students claim to be victims of bullying during college. In another study, 15% of college students said they were bullied at college, while 22% said they were cyber bullied. | |||
*People bullied in elementary, middle or high school also have a pretty high chance of being bullied in college | |||
*Studies show that getting help is much harder for bullying victims in college than in elementary/middle/high school because you’re living in your own instead of with parents and sometimes your roommate is the bully | |||
*Many college students who are bullied never tell anyone what they're going through | |||
<span style="font-size:125%">'''Discussion:'''</span> | |||
Many people, particularly bluepillers, like to perpetuate this myth that bullying ends in college and that popularity ends in college, but with fraternities and sororities, hookup culture and parties, it is hard to believe that people continue to believe this myth. | |||
<span style="font-size:125%">'''References:'''</span> | |||
*Chernoff, Monica (November 17, 2018). "Peer Popularity Among Emerging Adults in College". Southern California Conferences for Undergraduate Research. [[https://www.sccur.org/sccur/FALL_2018_CONFERENCE/SOC_SCI_POSTERS/37/ Abstract]] | |||
*Hopmeyer, Andrea; Medovoy, Tal (2017). "Emerging Adults' Self-Identified Peer Crowd Affiliations, Risk Behavior, and Social–Emotional Adjustment in College". 5 (2). Society for the Study of Emerging Adulthood and SAGE Publishing: 143–148. [[https://www.oxy.edu/sites/default/files/assets/Psychology/Emerging_Adults_Art.pdf FullText]] | |||
*Lansu, Tessa A M; Cillessen, Antonius H N (January 2012). "Peer Status in Emerging Adulthood: Associations of Popularity and Preference With Social Roles and Behavior". Journal of Adolescent Research (27): 132–150 [[https://www.researchgate.net/publication/224873408_Peer_Status_in_Emerging_Adulthood_Associations_of_Popularity_and_Preference_With_Social_Roles_and_Behavior Abstract]] [[https://www.researchgate.net/profile/Tessa_Lansu/publication/224873408_Peer_Status_in_Emerging_Adulthood_Associations_of_Popularity_and_Preference_With_Social_Roles_and_Behavior/links/0912f4fa1077d6046e000000/Peer-Status-in-Emerging-Adulthood-Associations-of-Popularity-and-Preference-With-Social-Roles-and-Behavior.pdf?origin=publication_detail FullText]] | |||
*"[https://www.niznikhealth.com/research-articles/party-school-pride Party School Pride]". Niznik Behavior Health. | |||
*Gordon, Sherri. "[https://www.verywellfamily.com/facts-about-college-bullying-460487 5 Facts About Bullying in College]". VeryWell Family. | |||
*Chatters, Seriashia (January 2014). "Cyberbullying in College: Frequency, Characteristics, and Practical Implications". [[https://www.researchgate.net/publication/270671954_Cyberbullying_in_College_Frequency_Characteristics_and_Practical_Implications Abstract]] | |||
*Cardin, Kathryn (October 18, 2013). "[https://www.usatoday.com/story/news/nation/2013/10/18/college-bullying-silent-yet-prevalent/3008677/ Bullying in college: silent yet prevalent]". USA Today. | |||
*Krasselt, Kaitlyn (October 21, 2014). "[https://www.usatoday.com/story/college/2014/10/21/bullying-not-a-thing-of-the-past-for-college-students/37397845/ Bullying not a thing of the past for college students]". USA Today. | |||
*Morin, Hillary. "[https://myusf.usfca.edu/caps/bullying_on_college_campuses Myth Busting: Bullying on College Campuses]". myUSF. | |||
*King, Michelle (November 14, 2012). "[https://www.hercampus.com/wellness/mental-health/truth-about-bullying-college The Truth About Bullying in College]". Her Campus. | |||
==See also== | ==See also== | ||