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Class Composition: Socioeconomic Characteristics of Coursemates and College Enrollment

Author

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  • Kate H. Choi
  • R. Kelly Raley
  • Chandra Muller
  • Catherine Riegle‐Crumb

Abstract

Objective. We investigate how a student's social climate in school, specifically the percentage of coursemates whose parents are college educated, influences the likelihood of enrolling in a four‐year college. Methods. Using Add Health and AHAA data, we employ hierarchical logistic regression models to analyze how the socioeconomic characteristics of coursemates influence four‐year college enrollment. Results. We find evidence that taking courses with children of college‐educated parents increases the likelihood of four‐year college enrollment even after controlling for family background, achievement, and placement. Conclusion. We argue that the family background characteristics of coursemates may influence college enrollment because coursemates provide access to educational resources, such as information about college, and encourage students to apply to college by serving as a reference group. The favorable educational attainment of students with college‐educated parents is partially due to the greater likelihood that they will take courses with other children of college‐educated parents.

Suggested Citation

  • Kate H. Choi & R. Kelly Raley & Chandra Muller & Catherine Riegle‐Crumb, 2008. "Class Composition: Socioeconomic Characteristics of Coursemates and College Enrollment," Social Science Quarterly, Southwestern Social Science Association, vol. 89(4), pages 846-866, December.
    • Handle: RePEc:bla:socsci:v:89:y:2008:i:4:p:846-866
    DOI: 10.1111/j.1540-6237.2008.00587.x
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    Cited by:

    1. Troels Krarup & Martin Munk, 2014. "Field theory in cultural capital studies of educational attainment," Sciences Po publications info:hdl:2441/4liqn3p9mp9, Sciences Po.
    2. Cornelia Woll, 2014. "Bank Rescue Schemes in Continental Europe: The Power of Collective Inaction," Sciences Po publications info:hdl:2441/6h0jh7hlm79, Sciences Po.
    3. Lindsey Macmillan & Emma Tominey, 2023. "Parental inputs and socio-economic gaps in early child development," Journal of Population Economics, Springer;European Society for Population Economics, vol. 36(3), pages 1513-1543, July.
    4. repec:hal:spmain:info:hdl:2441/4liqn3p9mp9l9rr1vqhmsghd4h is not listed on IDEAS
    5. Geoffrey T. Wodtke & Matthew Parbst, 2017. "Neighborhoods, Schools, and Academic Achievement: A Formal Mediation Analysis of Contextual Effects on Reading and Mathematics Abilities," Demography, Springer;Population Association of America (PAA), vol. 54(5), pages 1653-1676, October.
    6. repec:hal:spmain:info:hdl:2441/6h0jh7hlm792bbqq8fd5691vfi is not listed on IDEAS
    7. Troels Krarup & Martin D Munk, 2016. "Field theory in cultural capital studies of educational attainment," SciencePo Working papers Main hal-01295802, HAL.
    8. Troels Krarup & Martin D Munk, 2016. "Field theory in cultural capital studies of educational attainment," Post-Print hal-01295802, HAL.

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