of expectations and norms ( Coleman, 1988 ); similarly, friendships that are reciprocated are likely to be more emotionally supportive as well as a superior resource compared to friendships that are not reciprocal. If Anne and Bonnie both consider each other best friends, then there exists a set of mutually agreed upon norms and expectations between Bonnie and Anne. If David considers John to be one of his closest friends, but John does not consider David to be one of his closest friends, then there is an imbalance of power between the two individuals, and David cannot rely on John for psycho-social support or as a social capital resource in the same way that Anne and Bonnie can rely on one another for emotional support or information gathering. The social capital that exists between Anne and Bonnie is no doubt stronger than that which exists between David and John whether or not any of them are aware of the status of reciprocity imbedded in their relationships. Despite the apparent importance of the concept of reciprocity among friends, there is no extensive research linking individual and structural differences to differences in friendship reciprocity. Our research focuses on friendship choices among schoolmates. Studying friendship reciprocity for adolescents in schools is of special interest because we are able to capture much of their social universe ( Moody, 1999 ). This simplified setting allows us to study the general properties of affective relations. The majority of the relational choices adolescents make arguably occur among