The Effect of Network Centrality on the Gender Socialization Process within Highschool Classrooms

Abstract

The purpose of this study is to investigate how the classroom gender norms affect the gender norms of individual students. In addition, this study aims to discover which students are more susceptible to be influenced by the classroom gender norms, by looking at the position of the individual in the classroom network. More specifically, this study will look at in-degree centrality as a possible factor that make students more susceptible to conform to the classroom gender norms. The theoretical framework suggests that gender norms in the classroom influence the gender norms of the individual student. Furthermore, the effect of in-degree centrality on this relation can be theorized as positive as well as negative. The study uses CILS4EU data conducted in 3rd grade of secondary schools in the Netherlands. The sample consistent of 2377 adolescents aged between 13 and 17. Using SPSS and UCINET, analyses were executed to research the expected relations. The results show that individual students adapt their own gender norms to the classroom gender norms The results did not support the expectations that in-degree centrality affects this relation.