Friendship Patterns in Open and Traditional Classrooms

Abstract

This paper questions the appropriateness of generalizing traditional sociometric findings to alternative types of classrooms. It is argued that organizational characteristics of the classroom which permit a high level of interaction among the students affect the patterns of children's friendship choices. Cross-sectional sociometric data from 51 classes and longitudinal data from 9 classes are examined to test the hypothesis that friendship patterns vary according to whether classrooms are or traditional. A less hierarchized distribution of choices with fewer social isolates and sociometric leaders was found in flexible classrooms as compared to traditional classes. Asymmetric dyads and intransitive triads occur less frequently in the open classrooms and are resolved more quickly.

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