Perspectives on the Ethics of Sociometric Research with Children: How Children, Peers, and Teachers Help to Inform the Debate

Abstract

Perceptions of children and teachers were examined to address concerns regarding children's welfare following sociometric testing. Third-graders (N = 91) were interviewed; teachers also reported on each child's responses to the testing. Results indicate that children were not hurt or upset by the testing, most enjoyed the procedures, did not feel that their peers treated them any differently following the testing, and understood their research rights. There were no relations between social preference as determined by peer nominations and teacher- and self-reported responses to sociometric testing. The implications of these results for the design and implementation of careful, ethical sociometric research with children are discussed.