Social influence or selection? Peer effects on the development of adolescents’ educational expectations in Germany

Pre-Migration Status, Social Capital, and the Educational Aspirations of Children of Immigrants in Disadvantaged Swedish Schools

“…In the study, I used family contacts as an indicator for social capital. Since this indicator is focused on occupations it might miss aspects of social capital that are more relevant to schoolage youth-including peer groups (Lorenz et al, 2020). Further research is needed to explore extent to which such aspects are also associated with migrant selectivity, for example through classed forms of concerted cultivation (Carolan, 2016).…”

Oppositional culture revisited. Friendship dynamics and the creation of social capital among Turkish minority adolescents in Germany

“…That is, friends can affect a student's values and behaviours through social comparisons, social contagion, social learning, and social norms (DiMaggio and Garip 2012). Social selection and influence are intertwined and both processes lead to the establishment of distinct peer milieus within classrooms (Gremmen et al 2017;Lorenz et al 2020). Similarly, Turkish minority students might adapt their academic engagement and achievement towards that of their same-and/or interethnic friends independently from their friend selection behaviour.…”

“…This is reflected in the empirical findings demonstrating that adolescents tend to connect to peers with the same ethnic background (Leszczensky and Pink 2019;Smith 2018;Wimmer and Lewis 2010). Homophily exists also based on academic attributes such as school engagement (Wang et al 2018), educational expectations (Lorenz et al 2020), and academic achievement (Gremmen et al 2017;Kretschmer, Leszczensky, and Pink 2018). However, little is known about how these homophily tendencies intersect with ethnic homophily and how they produce systematic group differences in the educational composition of social networks (for exceptions, see Flashman 2014).…”

“…However, the consequences of social embeddedness for ethnic inequality in educational outcomes depend not primarily on the extent to which adolescents are connected with same-and interethnic peers. Following the social capital approach, a student's educational achievements are affected by the distribution of those attributes within her friendship network that enhance educational success (Gremmen et al 2017;Lomi et al 2011;Lorenz et al 2020). We refer to this distribution as the educational composition of a student's social network.…”

Educational Aspirations and Attainments : How resources relate to outcomes for children of immigrants in disadvantaged Swedish schools

“…In Study II, I instead use proxies for social capital access through four indicators: expectations of parents and teachers, and peer attitudes separated into work-related attitudes and study-related attitudes. Peer socialisation is important for the development of students' educational aspirations, particularly if the context is heterogeneous enough to allow for the emergence of distinct peer milieus (Lorenz et al 2020). Since tracking implies a more pronounced sorting on educational performance, peer groups can be expected to play a larger role in shaping aspirations in the more comprehensive Swedish schools than in the more tracked schools in the Netherlands.…”