Aggression, specifically social and relational aggression, among girls has received a considerable amount of attention recently, especially given the publication of books such as Rachel Simmons’ Odd Girl Out in 2002. However, whereas Simmons’ account of aggression in girls took a more qualitative view of the subject, Marion Underwood’s Social Aggression Among Girls acted as a companion volume of empirical research that enhanced and expanded on previous work in this area.
Underwood attempted to understand the differences in response to aggression between boys and girls and how these differences increased girls’ propensity to use more social forms of aggression, such as gossip and exclusion, when dealing with conflict. Underwood expanded on girls’ use of aggression in relation to emotions such as anger, jealousy, and sadness, an area that has not been sufficiently researched until now. Underwood’s book offered a balanced, comprehensive review of the literature in the area of aggression in girls.
Underwood presented research findings in an organized fashion by dividing the book into three sections: Setting the Stage, Development, and Clinical Implications. Within each section, Underwood discussed subjects such as subtypes of aggression, gender and peer relations, girls’ aggression in early childhood, middle childhood, and adolescence, as well as the consequences of social aggression, empowering girls, and new models of social aggression.
Underwood started by providing the reader with a much-needed overview of the subtypes of aggression found in the current literature on the subject. Underwood’s summary of indirect aggression, social aggression, and relational aggression provided the reader with a basic understanding of the similarities and differences between the subtypes of aggression commonly described in the literature, thereby providing a springboard from which to begin exploring the area in greater depth.
Perhaps one of the most important themes in this volume concerned the popular perception that girls are much more likely to use social aggression than boys are. Underwood reviewed a dense selection of research that used diverse participants and assessment methods (e.g., self-report, interviews, parent and teacher reports, peer ratings, and observation) to highlight the fact that findings in this area are not yet clear as to the nature of aggression use in girls and boys. Underwood noted that preschool children do not recognise gender differences in the use of social aggression whereas their teachers do. Findings such as these drew attention to the role that gender stereotypes play in the evaluation of social aggression; Underwood noted that teachers may be accustomed to thinking that girls are manipulative and socially aggressive, thereby increasing teacher-reported ratings of this behaviour in girls. Studies of boys and girls through middle childhood and adolescence, were also inconsistent with respect to evidence of a significant gender difference in the use of social aggression; Underwood pointed out that girls may be more troubled by social aggression and may be more likely than boys to use social aggression when interacting with friends. Additionally, Underwood pointed out that both boys and girls use social aggression but that the episodes may differ between genders in that girls’ episodes may be longer or more emotionally damaging than those of boys.
Underwood’s review of the literature on social aggression, as well as on physical aggression and emotion in girls, stressed the complex combination of factors that precipitate the use of social aggression as a means of dealing with conflict. A strength of this volume was that Underwood did not simply provide a literature review; rather she extended the scope of the book to include a section dealing with the clinical implications of social aggression. The chapter on empowering girls and harnessing the power of sisterhood was a particularly poignant reminder of girls’ strengths in the social realm: strong friendship bonds, verbal skills, and social intelligence. Underwood suggested harnessing these skills and integrating them into programmes to reduce social aggression in girls; placing a positive emphasis on girls’ social skills would impart confidence in the reader that this problem is one that can be dealt with, as long as research progresses in the area.
One improvement to this book would be the inclusion of case-study examples to aid in understanding socially aggressive incidents; however, given that this book is intended as a balanced view of the literature and that other recent publications provide qualitative insight into the topic, the exclusion of case-studies is understandable. In general, Underwood’s book provided a comprehensive summary of the literature in this area using culturally diverse samples from all stages of childhood and adolescence. Succinct chapter summaries that included a frank discussion of the many questions that cannot yet be answered provided insight into potential future research. This volume is an essential addition to the aggression researcher’s library as well as a useful reference for graduate students and anyone with a general interest in the area.