Goza, Franklin, & Ryabov, Igor
Adolescents’ Educational Outcomes: Racial and Ethnic Variations in Peer Network Importance
Bowling Green State University
Examines how peer networks impact educational achievement and attainment.
Journal Name or Institutional Affiliation:
Journal of Youth and Adolescence
Vol. 38, No. 9, Pp. 1264-1279
- African-American students, at least in terms of grades, are more likely to benefit from membership in heterogeneous peer networks
- For African-American students, school-level effects became insignificant once the peer network measures were introduced
- While integrated peer networks positively affect the GPAs of African-American high school students, they do not appear to affect their chances of graduating from high school.
- Both school-level measures are positive and significant predictors of achievement for Asian-American students. The relationship between school-level race/ethnic heterogeneity and GPA is strong, but not robust, as evidenced by the fact that this measure becomes insignificant when the individual-level peer network factors are added in model.
- However, school-level SES continues to exert a positive and significant influence on the achievement of Asian students
- For Asian students, both the magnitude and significance of school-level SES are diminished once peer network factors are introduced.
- African-Americans are the only group for which the effect of peer-level heterogeneity on achievement is positive and statistically significant.
- For Asians, Latinos, and non-Hispanic Whites heterogeneous peer networks reduce the likelihood of high school graduation, while the more heterogeneous the student body at the school attended, the greater the likelihood of their graduation.
Journal Article Empirical Research
Academic Achievement, Composition, Graduation Rates, Immigrants, Peer Effects, Race, SES, SES Composition
Secondary Survey Data
Method of Analysis:
Unit of Analysis:
- Uses National Longitudinal Study of Adolescent Health (hereafter, the Add Health).
- This nationally representative data set was administered in three waves, in 1994-1995, 1996, and 2001-2002, respectively.
- Sample limited to those adolescents who participated in both the in-school and in-home surveys and for whom valid network and weighting information is available.
- Final sample of 13,738
- DV: Educational achievement (measured as GPA in Wave 1), educational attainment (measured as the odds of high school graduation at Wave 3)
- IV: Race/ethnicity, generational status, family structure, school SES composition (measured as parental education and income, aggregated from individual scores), school racial composition (aggregated from individual scores), gender, age, race/ethnic heterogeneity of peer network, mean peer network SES