Abstract
Classroom status hierarchy (the degree to which popularity is unequally distributed in a classroom) has often been examined as a predictor of bullying. Although most research has relied on an operationalization of status hierarchy as the classroom standard deviation (SD) of popularity, other fields (e.g., sociology, economics) have typically measured resource inequality using the Gini coefficient. This multilevel study examines the concurrent and prospective associations of both status hierarchy indicators (referred to as SD-hierarchy and Gini-hierarchy) with peer-reported bullying, controlling for key variables (i.e., the structure of the classroom status hierarchy, average classroom level of popularity). The final sample included 3017 students (45.3% self-identified as a boy; T1 M(age) = 13.04, SD = 1.73, approximately 93% born in Finland) from 209 classrooms. Concurrently, classroom SD-hierarchy was positively, linearly associated with bullying, whereas there was a curvilinear (inverted U) association between Gini-hierarchy and bullying. No significant longitudinal associations were found. The findings suggest that Gini-hierarchy provides unique information beyond the SD-hierarchy.