Being Left Out: Rejecting Outsiders and Communicating Group Boundaries in Childhood and Adolescent Peer Groups
Author(s)
Leets, Sunwolf; Leets, Laura
Abstract
Although communication scholars have examined adult group processes, they have paid little attention to the peer group experiences of children and adolescents. Successfully gaining entry to peer groups is significant, in that rejection in childhood affects self-concept, social skills, and school successes. Guided by a bona fide groups perspective, this study collected over 600 adolescent accounts of group rejection. Narrative accounts revealed five strategies peer groups used to communicate rejection (Ignoring, Disqualifying, Insulting, Blaming, and Creating New Rules). Rejection was stressful for observers as well as rejectees, with females, Caucasians, and regularly-excluded students reporting highest levels. Females and those frequently rejected reported the most stress when observing the rejection of others. Specific interventions are discussed for primary and middle-school teachers to stimulate prosocial group inclusion.
