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==== Race ==== In some instances, it has been found that in predominantly white high schools, attractive non-white students are on average significantly more sociometrically popular than equally attractive white students. One theory that has been put forth to explain this phenomenon is a high degree of [[group cohesiveness]] among minority students compared with the relative lack of cohesion amongst members of the majority. Since there is more cohesion, there is more availability for one person to be liked by many since they are all in contact. This acts like [[Zipf's Law]], where the cohesion is a confounding factor that forces the greater links in the smaller minority, causing them to be more noticed and thus more popular.<ref>{{Cite book|title=Modeling Dyadic and Interdependent Data in the Developmental and Behavioral Sciences|publisher=Routledge|others=Selig, James P., Little, Todd D.|year=2008|isbn=9780805859737|editor-last=Card|editor-first=Noel|location=London|pages=61β86|oclc=221663023}}</ref> When considering race as a predictor for perceived popularity by asking a class how popular and important each other person is, African American students were rated most popular by their peers. Popularity in race was found to be correlated with athleticism, and because African Americans have a stereotype of being better at sports than individuals of other races, they are viewed as more popular. Additionally, White and Hispanic children were rated as more popular the better they succeeded in school and came from a higher socioeconomic background. No single factor can explain popularity, but instead the interaction between many factors such as race and athleticism vs. academics.<ref name=Kennedy>Kennedy, E. (1995). Correlates of perceived popularity among peers: A study of race and gender differences among middle school students. ''The Journal of Negro Education'', 64, 186β185.</ref>
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