Research Article
Stephanie J. Eder, Elisabeth Oberzaucher
Human Ethology, Volume 34, 159-172, published October 5, 2019
DOI: https://doi.org/10.22330/he/34/159-172
ABSTRACT
Social interactions and hierarchical structures in classrooms are studied in a number of scientific disciplines, yet the complexity of such systems makes them hard to investigate. In the present study we explore the relationship between social status and bodily interaction, since non-verbal communication and touch play a role in most social systems, yet are poorly understood in school settings. We developed a novel approach to assess social status in grammar school students by way of measuring the presence in others’ minds: Classmates assessed their peers in intellectual, social and physical domains. Additionally, we measured the amount and nature of physical interactions among classmates during breaks in the classroom. These interactions were tracked with the help of older, trained and regularly supervised students from the same school. This peer-to-peer method generated large amounts of data over a period of two months, during which 168 students were observed repeatedly. Results show that touching behavior is modulated by social status and sex: The amount of physical interaction with classmates increases significantly with social status. Same sex touching of intimate zones such as breasts, lap and buttocks occur more frequently among individuals of similar status as compared to touching the intimate zones of the opposite sex. The latter involves extremely high and low ranked individuals more often than same-sex interactions. This study helps to understand formative interactions within classrooms and gives rise to new questions on the establishment and maintenance of hierarchies in peer groups.
Keywords: social interaction, classroom hierarchy, social touch, physical interaction, social status.
ISSN: 2224-4476
