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2. Peer Group Contexts of Girls' and Boys' Academic Experiences

Author

Crosnoe, Robert, Riegle-Crumb, Catherine, and Field, Sam

Abstract

Girls have caught up with boys in math course taking in high school but reasons for taking math still differ by gender. This study, therefore, investigated gender differences in the linkage between peer relations and math course taking by applying multilevel modeling to a nationally representative data set that includes peer networks and school transcripts (N = 6,457 American 9th to 11th graders, aged 13-19). For all adolescents, math course taking was associated with the achievement of their close friends and, to a lesser extent, their coursemates. These associations tended to be stronger toward the end of high school and weaker among adolescents with a prior record of failure in school. Each of these patterns was somewhat more consistent among girls.

Published
2008
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8. 375 W, 20 kHz, 1.5 ns Nd:YAG Planar Waveguide MOPA

Author

Wagner, Gregory J., primary, Callicoatt, Berton E., additional, Bennett, Glenn T., additional, Tartaglia, Michael, additional, Rubin, Larry, additional, Field, Sam, additional, Malm, Andrew I. R., additional, and Ryan, Chris, additional

Published
2011
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10. The Social Structure of Coursetaking in Schools and its Influence on Adolescents.

Author

Frank, Kenneth A., Muller, Chandra, Schiller, Kathryn, Crosnoe, Robert, Field, Sam, Langencamp, Amy, Pearson, Jennifer, Raley, Kelly, Riegle-Crumb, Catherine, Mueller, Anna Strassmann, and University of Texas

Subjects
EDUCATIONAL sociology, SOCIAL structure, TEENAGERS, PEER pressure, SOCIAL status, SOCIAL groups
Abstract

The Social Structure of Coursetaking in Schools and its Influence on Adolescents Kenneth A. Frank; Michigan State University; Chandra Muller, University of Texas; Kathryn Schiller, SUNY Albany with Robert Crosnoe, Sam Field, Amy Langencamp, Jennifer Pearson, Kelly Raley, Catherine Riegle-Crumb, Anna Strassmann Mueller University of Texas Abstract We consider a conceptual refinement of the social structure of schools featuring within school, or local, positions defined by clusters of overlap in course-taking. These local positions establish foci for interaction, and thus establish the social structure for group based mechanisms of peer influence by generating norms and serving as reference. We test elements of our theory using the recent AHAA study that supplements the existing Add Health with transcript data. We find that local positions account for 1.5 to over 30 times more variation than schools for outcomes in the educational, health, and extracurricular domains. We further find that adolescents adopt behaviors associated with social status in their local positions and schools. [ABSTRACT FROM AUTHOR]

Published
2005

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