There is so much about this issue that it becomes difficult to provide a useful answer without writing a thesis. I'll try to give a bit of background and provide a couple of hints toward an answer.
First, I think this is an issue with males, not with females. You only very rarely come across a woman who exudes arrogance and engages in put-down behavior.
I think that part of the reason for this sort of thing among young males is evolutionary. It also explains the too-frequent occurrence of risky behavior in boys and young men. For about 200,000 years, the way that humans survived was that young men engaged in violent and competitive behavior as a consequence of being the protector of the tribe/band in a world filled with lions, bears, hyenas, etc. If they didn't take risks and promote other such behavior, humans would still be in the trees. But now we depend on mind instead of muscle so there is no real excuse or reason for such things to continue. Young males are also raging with testosterone. Unfortunately that has behavioral effects that don't go away quickly. Raging hormones are at least as much of a male as a female problem.
Note that Junior High School in the US at least can be a brutal place (for all youngsters, not just boys). A certain amount of toughness is required to survive. It lessens a bit as kids get older, but the evolutionary trends are still there. Civilization is a very recent phenomenon. So, kids are under pressure and aren't, by definition, experienced enough to always deal with it constructively.
But, they can be taught. Evolution isn't destiny.
As a teacher, I can immediately think of two things that you can do. One is to always in every encounter provide a good example. Never belittle a student. Never suggest that they are inferior or unable to succeed. Conduct your classroom so that for them to gain your respect they must also show respect. Be the role model that they need.
The second thing is to permit no abuse. Every instance of arrogance or "lording it over" others or smugness should be turned into a positive lesson. You may need to spend some "private" time with offenders, of course. Making a public show of "putting down" an abuser both contradicts the first point I made, above, but also just makes the problem worse. You can spend some effort to publicly praise those who offer constructive help to others.
I note that for most professionals, an ability to work well with others is an absolute requirement for the job. There are a number of exceptions, but that number is vanishingly small. If you can't work in a team you can't work here. Maybe some manager will be happy enough with your work (assuming you are top 1%) to keep you confined to your cubicle, but you won't advance. You will just always be the goat that no one works with or talks to. Not a happy life even if you are also extremely introverted. If you do, somehow, get promoted, everyone under you is likely to quit or work to subvert you. I won't name names of exceptions to this rule, but I can count them on one hand among thousands in industry who behave better.
In an office hour you could talk to an offender about the above consequences they may see if they continue. You could also ask them how they might have behaved better. You might even ask them to apologize to someone they have offended. However, laying down the law with specific instructions ("DON'T DO THAT EVER AGAIN") is not likely to be successful. It makes you the arrogant jerk. Don't give the frequent offender an example of "jerkiness" either in public or private.
If you use pairing or teamwork in your class it is useful to also use peer feedback and to let the class know that part of their evaluation will be based on how their peers respond to them. It is necessary, of course to make this safe for everyone, as it is normally seen as risky. See How can I effectively manage peer evaluation among my students? for more. A search on this site for "Peer Feedback" will turn up other ideas.