Is It Socioeconomic or Academic? Disentangling Sources of Peer Effects on Student Achievement

Autor/in	Gutiérrez, Gabriel
Titel	Is It Socioeconomic or Academic? Disentangling Sources of Peer Effects on Student Achievement
Quelle	In: British Journal of Sociology of Education, 44 (2023) 1, S.144-163 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gutiérrez, Gabriel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2137465
Schlagwörter	Foreign Countries; Elementary School Students; Secondary School Students; Grade 4; Grade 8; Grade 10; Peer Influence; Academic Achievement; Socioeconomic Influences; Student Characteristics; School Desegregation; Chile + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Schulleistung; Sozioökonomischer Faktor; Integrative Schule
Abstract	Studies regarding school composition have been highly influential in the design of policies. However, methodological and conceptual controversies have hindered the emergence of a consensus on the existence, size, and direction of peer effects. Drawing on four cohorts of Chilean students (n = 620,044), this work analyses the extent to which the socioeconomic and academic classmates' characteristics are associated with student attainment. The findings suggest a positive medium- to low-magnitude effect of increases in the peers' academic performance. At the same time, there are almost no effects associated with changes in the classmates' socioeconomic status. These findings are stable across school types and are not driven by the sorting of students within them. The results are interpreted in the context of a new nationwide reform aiming to foster school integration and taking advantage of peer effects interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01