Peer Preferences and Educational Decisions: Heterogeneous Associations across Student Socioeconomic Status

Autor/in	Smith, Emil
Titel	Peer Preferences and Educational Decisions: Heterogeneous Associations across Student Socioeconomic Status
Quelle	In: British Journal of Sociology of Education, 44 (2023) 2, S.374-393 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Emil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2154641
Schlagwörter	Peer Relationship; Preferences; Decision Making; Socioeconomic Status; Low Income Students; Foreign Countries; Academic Education; Vocational Education; Grade 9; High School Students; Predictor Variables; Denmark + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Decision-making; Entscheidungsfindung; Socio-economic status; Sozioökonomischer Status; Ausland; Akademische Bildung; Ausbildung; Berufsbildung; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Dänemark
Abstract	Peers may both promote conformity and discourage ambitious choices when students make educational decisions. Low socioeconomic status (SES) students may be more sensitive to outside influence than high SES students when making educational decisions. Considering the case of choosing between an academic track and a vocational track in Danish post-compulsory education, I test whether low SES students are more prone to conform to peer preference or more likely to be deterred from choosing the more ambitious academic track by more ambitious peers. I test these hypotheses using multilevel models with school fixed effects on survey data from 882 Danish 9th-grade students, with information on track choice and survey measures of normative track preference. I find that higher classroom peer preference for the academic track is associated with higher probability of choosing the academic track, especially for low SES students. Thus, ambitious peers may help compensate for inequality in track choice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01