Anti-School Attitudes, School Culture and Friendship Networks

Autor/inn/en	Ivaniushina, Valeria; Alexandrov, Daniel
Titel	Anti-School Attitudes, School Culture and Friendship Networks
Quelle	In: British Journal of Sociology of Education, 39 (2018) 5, S.698-716 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2017.1402674
Schlagwörter	School Culture; Individual Characteristics; Social Environment; Values; Peer Groups; Friendship; Outcomes of Education; Correlation; Socioeconomic Influences; Student Attitudes; Multiple Regression Analysis; Social Networks; Network Analysis; Computer Software; Foreign Countries; Social Differences; Academic Achievement; Grade Point Average; Secondary School Students; Parent Background; Educational Attainment; Ethnic Groups; Minority Groups; Institutional Characteristics; School Surveys; Statistical Analysis; Russia + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Soziales Umfeld; Wertbegriff; Gleichaltrigengruppe; Peer Group; Freundschaft; Lernleistung; Schulerfolg; Korrelation; Sozioökonomischer Faktor; Schülerverhalten; Social network; Soziales Netzwerk; Netzplantechnik; Ausland; Sozialer Unterschied; Schulleistung; Sekundarschüler; Elternhaus; Bildungsabschluss; Bildungsgut; Ethnie; Ethnische Minderheit; Statistische Analyse; Russland
Abstract	This article explores the relationship between educational outcomes and anti-school attitudes at different levels of social organization in schools. Data were collected in St. Petersburg, Russia (104 schools, 7300 students) and analyzed using multi-level regression models that included three levels: individual, clique of friends and school. A clique is defined as a tight group of friends in a school class; we used social network analysis software Kliquefinder for clique identification. We demonstrate that friends' attitudes are strongly related to the educational outcomes of a student (net of person's individual attitudes and socio-demographic characteristics). In contrast, school-level effects disappear in the multi-level model when individual characteristics are included. The results of the study clearly demonstrate that the socio-economic and curricular differentiation of schools does not always lead to the polarization of 'school academic cultures'. A school social environment is sufficiently heterogeneous, and different value systems in small peer groups may coexist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01