Different levels of social organization in the formation of anti-school attitudes among adolescents
AbstractThis article analyzes student pro-school/anti-school attitudes on different levels and explores their relation to educational outcomes. We examine the individual level, school level, and clique level predictors (clique is defined as a tight social group within a class social network). Cliques were identified using special software called Kliquefinder. We use multi-level regression approach on a sample of 7300 students from 104 public schools from St.Petersburg. Our findings show that: 1.) Socio-economic differentiation of Russian schools does not lead to a polarization of pro-school/anti-school attitudes in different types of schools; 2.) The polarization of attitudes emerges and is maintained at the clique level; and, 3.) Clique attitudes have a significant impact on educational outcomes (net of a student’s socio-demographic characteristics and individual attitudes).
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Bibliographic InfoPaper provided by National Research University Higher School of Economics in its series HSE Working papers with number WP BRP 09/EDU/2013.
Length: 23 pages
Date of creation: 2013
Date of revision:
Publication status: Published in WP BRP Series: Education / EDU, March 2013, pages 1-23
pro-school/anti-school culture; peer effects; social network analysis; cliques.;
Find related papers by JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- C12 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Hypothesis Testing: General
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-11-09 (All new papers)
- NEP-CIS-2013-11-09 (Confederation of Independent States)
- NEP-EDU-2013-11-09 (Education)
- NEP-SOC-2013-11-09 (Social Norms & Social Capital)
- NEP-TRA-2013-11-09 (Transition Economics)
- NEP-URE-2013-11-09 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Joshua D. Angrist & Kevin Lang, 2004.
"Does School Integration Generate Peer Effects? Evidence from Boston's Metco Program,"
American Economic Review,
American Economic Association, vol. 94(5), pages 1613-1634, December.
- Angrist, Joshua & Lang, Kevin, 2004. "Does School Integration Generate Peer Effects? Evidence from Boston's Metco Program," IZA Discussion Papers 976, Institute for the Study of Labor (IZA).
- Fryer Jr., Roland G. & Torelli, Paul, 2010. "An empirical analysis of 'acting white'," Journal of Public Economics, Elsevier, vol. 94(5-6), pages 380-396, June.
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